Up and Down the Kennebec Valley: Jeremiah Chaplin & James Hanson

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Rev. Jeremiah Chaplin

by Mary Grow

Instead of moving to the next town, this article will provide abbreviated biographies of two men mentioned in last week’s story of educational development in Waterville.

Jeremiah Chaplin (Jan. 2, 1776 – May 7, 1841) was primarily a Baptist minister. Born in the section of Rowley, Massachusetts, that separated in 1838 to become Georgetown, he took his first position as a minister in 1802. He preached in Massachusetts, New York, Maine (including while he was college president in Waterville) and Connecticut.

James Hobbs Hanson (June 26, 1816 – April 21, 1894) was primarily an educator. Born in China, Maine, he began teaching when he was 19 and continued until a few days before his death.

* * * * * *

The Massachusetts legislature chartered the Maine Literary and Theological Institution in 1813, at the request of the Baptist church leaders in the District of Maine. Waterville was picked as its site, and in 1818 Rev. Jeremiah Chaplin was appointed professor of theology.

The institution became Waterville College in 1821; recognized donor Gardner Colby by becoming Colby University in 1867; and in 1899 became Colby College.

This work by James Hobbs Hanson, has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it.

Chaplin’s family was Baptist, Wikipedia says. He graduated in 1799 from Brown University, “a school with an historical Baptist affiliation,” as class valedictorian, with a B.A. He tutored at Brown for a year (or two or three; sources differ) and then studied for the ministry under Thomas Baldwin at Boston’s Second Baptist Church.

His first position was in Danvers, Massachusetts, in 1802, where he preached (except for a brief period at New York City’s First Baptist Church) until called to Waterville in February 1818. On April 16, 1806, he married Marcia Scott O’Brien (born March 6, 1784), of Newburyport, Massachusetts.

Edward W. Hall, in his chapter on Colby in Rev. Edwin Carey Whittemore’s Waterville history, wrote that in Danvers, Chaplin “had charge of the theological students of the Massachusetts Baptist Education Society,” perhaps explaining why he was chosen for the Waterville job.

Arthur Roberts, in his chapter on Waterville teachers in the same book, said Chaplin first intended to refuse the position, but changed his mind “after a night of prayer and what he regarded as a special revelation of the will of God.”

According to FamilySearch, by the time the Chaplins came to Waterville on June 25, 1818, the family included John, 11; Hannah, nine; Jeremiah, four; Marcia, three; Adoniram, two; and Annie, who had been born in January 1818. Three more daughters and (maybe; evidence is inconclusive) a son were born in Waterville.

Your writer assumed the children came to Waterville with their parents. However, Hall wrote that the Chaplins came with two children and “several of his pupils” (seven, George Dana Boardman Pepper suggested, in his chapter on churches in Whittemore’s history).

Several sources summarized the journey, quoting Mrs. Chaplin’s letters and diary. The family sailed up the Kennebec to Augusta on a sloop named “Hero.” From Augusta to Waterville they were in a longboat with sails; when the wind died, “the young men of the party landed and dragged the boat by a rope.”

Mrs. Chaplin was pleased to meet friendly neighbors whom she described as not “such ignorant, uncultivated beings as some have imagined,” but “people of education and refinement.”

The Chaplins’ house, at the north end of the present downtown, was also the Institution’s first instructional building. Henry Kingsbury wrote in his Kennebec County history that Chaplin taught there from 1818 until 1821, when South Hall was finished.

Three more buildings went up in the 1820s and 1830s, and the campus moved a few blocks north on College Avenue. Its buildings dominated that part of Waterville until 1931, when Colby College relocated to Mayflower Hill, on the west side of the city.

Pepper called Waterville’s First Baptist Church “in a sense, a child of the college.” He wrote that when Chaplin arrived in Waterville, he was promptly invited to preach on Sundays. On Aug. 27, a group of 20 men and women, seven (include both adult Chaplins) connected with the Institution and 13 former members of the Sidney Baptist Church, met at the Chaplin house and organized the First Baptist Church of Waterville.

Pepper said Chaplin’s sermons drew large and attentive audiences. Adjectives he quoted to describe his style included “clear” and “cogent” from one source; from another “chaste, simple, suited to the subject” and “enlivened with striking illustrations.”

Professor William Mathews, author of the chapter on Waterville in The Olden Time in Whittemore’s history, gave a different view.

Mathews wrote that until the Baptist church was dedicated in 1826, Waterville’s only religious meeting house was “an unpainted building resting on blocks, afterwards converted, with some changes, into a town hall” on the common, facing south (downriver). This hall was used by multiple denominations, but mostly by the Baptists, led by Chaplin.

Mathews wrote: “He was a tall, spare man, very grave in look and utterance; and well do I remember how weary at the age of six or seven I used to be, when, to my inexpressible relief, he finished his sixthly, or seventhly, or eighthly, and closed the big quarto Bible, and – as it seemed to me – his protracted and ponderous discourse.”

Mathews also gave Chaplin credit for an occasional “dry and pungent witticism.” The example he gave was Chaplin’s announcement that a Unitarian minister was going to preach in the church building that afternoon, while the Gospel – emphasized – would be preached at the same time in the nearby schoolhouse (by Chaplin).

Chaplin was made the college’s first president in 1821, a position he held until he resigned in 1833. According to Pepper, he continued as the Baptists’ minister, for free, until the church hired its first pastor in October 1829 (or, Kingsbury said, co-pastors in 1823).

After leaving Waterville in 1833, Chaplin preached in Rowley, Massachusetts, and Wilmington, Connecticut, before moving to Hamilton, New York, where he died in 1841.

Chaplin’s books included biographies of Henry Dunster, Harvard College’s first president; Charles Sumner; Benjamin Franklin; and Ulysses Grant. He also published, in 1881, “Chips from the White House; or, Selections from the speeches, conversations, diaries, letters, and other writings, of all the presidents of the United States.”

Chaplin helped raise money for a building for Waterville Academy, the college’s preparatory school, in 1829. More significant was his help to Gardner Colby (1810 – 1879) and his family after Colby’s father died in 1814. By the 1860s, Colby was a wealthy Boston businessman, and Waterville College was struggling; Colby’s generous donations saved – and renamed – it.

* * * * * *

After James Hobbs Hanson’s death in 1894, the Colby University trustees published a 42-page booklet of prose and verse tributes “in memory of an honored and beloved associate.” The first essay, by W. H. Spencer, D.D., began with biographical information that supplemented Kingsbury’s brief account.

Both writers were clear that Hanson came from a farming family.

Kingsbury wrote that when Hanson was 18, he “left the farm” in China to go to China Academy, in China Village, “where he was fitted for college.”

Spencer said “before he left the farm” he had a life-changing religious conversion under China Baptist Church pastor Daniel Bartlett. Bartlett baptized Hanson in China Lake on March 26, 1835, “the ice being cut for the purpose.”

His first teaching position was in 1835, in Penobscot County, Spencer said (no town named). Next he taught two terms on Vinalhaven Island, then a term in “a village school in Searsmont.”

Earlier, Hanson’s mother had persuaded him to try singing school, where he displayed unexpected talent. In Searsmont, Spencer said, he taught a singing school; finding it paid better than ordinary schools, he taught three more singing schools “the next winter.”

These teaching jobs paid his tuition at China Academy and at Waterville College, from which he graduated in1842.

After graduation, Kingsbury said, he taught continuously, and in the five decades to 1892 “he has not been absent from the school room for a week altogether for any cause.”

His first job, Spencer wrote, was in Hampden, Maine, for three terms. He applied to be principal of Hampden Academy, did not get the job and “was obliged to return to his old home on the farm in China.”

Spencer credited this disappointment to Providence, because, he said, it led Hanson to the principalship of Waterville Academy, where he found “the real work of his life” and “his destined career.”

(As summarized last week, Waterville Academy, founded in 1829, was renamed Waterville Classical Institute in 1865 and Coburn Classical Institute in 1882.)

Starting in 1843 with five students (two of them girls, Kingsbury said), Hanson brought the Academy to a peak enrollment of 308 and led to its informal name, “Dr. Hanson’s school,” before he resigned in 1854.

Invited to become principal of Eastport High School, he worked there from 1854 to 1857. Next, he became principal of Portland Boys High School, “which he brought up from a state of lax discipline to excellent efficiency.”

He stayed in Portland eight years, 1857 to 1865, the last two “in charge of a private school,” Spencer said. In 1865, Waterville College President James Tift Champlin brought him back to Waterville Classical Institute. There he stayed until the week he died, when he “turned over his classes to the substitute teachers” and went home.

Writing in 1892, Kingsbury called Hanson “an untiring and energetic principal.” Spencer summarized: “It was duty before pleasure with him, and the habit of a lifetime brought him his pleasure in duty.”

Speaking at Hanson’s funeral, Rev. A. L. Lane talked about the many hours Hanson spent helping students, not only in class but outside when they needed extra tutoring or to make up work after an absence.

He also mentioned the debt Waterville’s public high schools owed to Hanson and the Institute: the Institute was the only high school from 1864 to 1876, and since 1876, he said, “every high school principal” and many teachers had been institute graduates.

Colby University President Beniah Longley Whitman called Hanson “An untiring student, a great teacher, a consecrated Christian, a faithful friend,” and praised the quality of the students his school sent to Colby. Hanson was a Colby trustee from 1862 until he died.

The alumni tribute, prepared by Rev. C. V. Hanson, summarized Hanson’s personal life. (Rev. Charles Veranus Hanson [Aug. 30, 1844 – November 1899] was not closely related to James Hobbs Hanson.)

Hanson’s first wife was Sarah Boardman Marston, of Waterville; they were married in 1845, and she died in 1853. On Sept. 16, 1854, he married Mary E. Field, from Sidney. They had three children, a daughter who died in infancy, a second daughter who graduated from Colby in 1881 and a son who graduated from Colby in 1883.

The daughter, Sophie May, married a man named Pierce and lived in Waterville in 1894. Her brother, Frank Herbert Hanson, was in 1892 general secretary of the Zanesville, Ohio, Young Men’s Christian Association (YMCA) (Kingsbury), and by 1894 principal of the Washington School, in New Jersey (C. V. Hanson).

Mary Hanson “was for many years the principal of the primary department in the Institute.” She was also the first president of the Waterville branch of the Women’s Christian Temperance Union, organized in 1878. In 1902, she wrote the chapter on the Waterville Woman’s Association in Whittemore’s history of Waterville.

Main sources

Kingsbury, Henry D., ed., Illustrated History of Kennebec County Maine 1625-1892 (1892)
Whittemore, Rev. Edwin Carey, Centennial History of Waterville 1802-1902 (1902)

Websites, miscellaneous.

Up and Down the Kennebec Valley: Education: Waterville, Winslow high schools

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by Mary Grow

Before moving on to 19th-century Winslow and Waterville high schools, your writer will share one more item about Waterville grammar schools. With its ramifications, it was too long for last week’s article.

Readers learned last week that Waterville school authorities once created two classrooms in the town hall. Following is another example of improvised classroom space, from Henry Kingsbury’s 1892 Kennebec County history.

Kingsbury quoted a resident’s article in the April 21, 1882, “Waterville Mail” remembering when George Dana Boardman taught in “Lemuel Dunbar’s carpenter shop,” because there was no schoolhouse in his newly-created district.

Your writer thought it appropriate to add that Boardman (Feb. 8, 1801 – Feb. 11, 1831) was an internationally known missionary, and Dunbar (May 3, 1781 – c. Aug. 6, 1865) did important work in Waterville.

Boardman, a native of Livermore, Maine, was half the graduating class at the Aug. 1, 1822, first commencement at Waterville College (now Colby College).

He taught at least one term of school in Dunbar’s shop in 1820, while still a student, according to Aaron Appleton Plaisted’s chapter on early settlers in Rev. Edwin Carey Whittemore’s 1902 Waterville history. On July 16 of that year, Kingsbury said, Baptist minister Rev. Jeremiah Chaplin baptized Boardman.

After graduation, according to Wikipedia, Boardman was a Waterville College tutor in 1822-1823, before he went to Andover (Massachusetts) Theological Seminary. When he was ordained a Baptist minister in West Yarmouth, Maine, on Feb. 16, 1825, Wikipedia says Chaplin, by then Waterville College’s President, was a speaker.

On July 4, 1825, Boardman married Sarah Hall (Nov. 4, 1803 – Sept. 1, 1845), from Alstead, New Hampshire. On July 16, they sailed for Calcutta, on their way to Burma (now Myanmar), where they spent their lives as missionaries.

The couple lost at least two sons in infancy; the survivor they named George Dana Boardman (frequently called “the Younger,” Wikipedia says). After Boardman’s early death from consumption (tuberculosis) in Burma, Sarah married another missionary and associate, Adoniram Judson.

* * * * * *

The other half of Boardman’s class was Ephraim Tripp (c. 1799 – April 7, 1871). After graduation, according to on-line information about Waterville/Colby graduates, he served as principal of Hebron Academy in 1822-1823. Then he, too, became a tutor at his alma mater, from 1823 to 1827.

During these years, according to the chapter in Whittemore’s history on Waterville churches, Tripp was one of the three-man building committee for the First Baptist Church, planned in 1824 and dedicated Dec 6, 1826. The dedication ceremony included “a sermon by Dr. Chaplin.”

Later in his life, Tripp was a teacher in Fayetteville, North Carolina, and in Mississippi, and was Clerk of Courts in Carroll County, Mississippi. He died in Winona, Mississippi (now the Montgomery County seat), at the age of 72.

(The author of the chapter on churches in the Waterville history is “George Dana Boardman Pepper, D.D., LL.D., Lately President of Colby College.”

(Pepper [Feb. 5, 1833 – Jan. 30, 1913] was the fourth and last child of John and Eunice [Hutchinson] Pepper. Born in Ware, Massachusetts, he attended two seminaries and Amherst College. From 1860 to 1865, he was pastor of Waterville’s First Baptist Church. Changing to education, he taught religious subjects before and after serving as Colby College’s ninth president from 1882 to 1889. Religion ran in the family; Find a Grave identifies his father as Deacon and one of his older brothers as Rev.)

* * * * * *

Lemuel Dunbar was born in Bridgewater, Massachusetts, and married Cordana Fobes there on June 23, 1806, according to Find a Grave. This source says he bought land in Waterville Oct. 1, 1805; Plaisted said he moved to Waterville around 1808. They agree he built his house and shop at the corner of Main and North streets, at the north end of the present downtown.

Sources disagree on how many children Dunbar had. One implies that Cordana died and he remarried; Find a Grave says Cordana lived until 1869.

Their oldest son was Otis Holmes Dunbar (May 22, 1807 – Sept. 30, 1892), like his father a carpenter. Find a Grave says he was born in Penobscot, Maine; married Mary Talbot in Winslow, Maine, in 1836; worked in Maine and “the Boston area”; and by June 1860 was living in Princeton, Illinois, where he died. His body was returned to Waterville for burial in Pine Grove Cemetery with family members.

Find a Grave says the Dunbars had nine children, born between 1807 and 1826, and lists three daughters and three sons buried in Pine Grove Cemetery. Youngest son Lemuel was the only one still alive in 1902, Plaisted wrote.

Chaplin taught the first Waterville College classes in July 1818 in a house not far from Dunbar’s shop, according to Edward W. Hall’s chapter on Colby in Whittemore’s history.

Hall continued, “In 1821 the South College was built and eighteen rooms finished besides fitting up a part of the building for a chapel. The second dormitory, known as the North College…was built in 1822.” Dunbar was the carpenter for both buildings, he said.

By 1902, Plaisted said, Dunbar’s original house had been removed and replaced, and the shop had been converted to a house “now occupied by Mr. A. M. Dunbar” (the first Lemuel’s grandson?).

* * * * * *

Your writer’s next topics are Winslow and Waterville high schools, about which she has found little second-hand information. Long-time readers will remember that second-hand information is important: original research, in enclosed spaces among unknown people, has been forbidden since this series started early in the Covid epidemic.

The earliest information your writer found about Winslow high schools was from Kingsbury. He said in 1892, Winslow appropriated $250 to support two free high schools. One, he said, was in “the village of Winslow” and the other “in the eastern part of the town near the Baptist church.” That year they had 80 students between them.

Two on-line sites provide tantalizing bits of information from the first half of the 20th century. One says a wooden, three-story high school building on Halifax Street (which was then Getchell Stret) burned in 1914 and was rebuilt on the same lot in 1915. Halifax Street, also Route 100, runs east from the Kennebec at Fort Halifax.

Another site says the new high school that opened on Danielson Street in 1929 replaced the previous schools, plural. The Danielson Street school started out housing grades seven through 12, but seventh grade was soon moved elsewhere. Danielson Street, site of the current Winslow High School, is several blocks north of Halifax Street.

* * * * * *

Your writer’s short part-article on Waterville’s high schools in the Sept. 9, 2021, issue of “The Town Line” is unsatisfactory, in spite of editor Roland Hallee’s attractive illustrations. The following paragraphs will expand it a bit:

Elwood T. Wyman, in his chapter on public schools in Whittemore’s history, listed the “masters” of Waterville’s public high school “since its permanent organization in 1876.” There were nine of them up to 1902, and Richard W. Sprague, Colby Class of 1901, was about to become the tenth. Wyman commented that “every one of the masters in the list quoted has been a Colby graduate.”

This permanently organized school was not Waterville’s first high school, but information on previous ones is scanty. From what Wyman wrote, it appears that by the 1830s, some, at least, of the district schools provided some high-school-level courses. Wyman mentioned that in 1855, “Latin and French were authorized as studies in the high school.”
Education Winslow and Waterville high schools number 224 for Nov 14 2024

Before moving on to 19th-century Winslow and Waterville high schools, your writer will share one more item about Waterville grammar schools. With its ramifications, it was too long for last week’s article.

Readers learned last week that Waterville school authorities once created two classrooms in the town hall. Following is another example of improvised classroom space, from Henry Kingsbury’s 1892 Kennebec County history.

Kingsbury quoted a resident’s article in the April 21, 1882, “Waterville Mail” remembering when George Dana Boardman taught in “Lemuel Dunbar’s carpenter shop,” because there was no schoolhouse in his newly-created district.

Your writer thought it appropriate to add that Boardman (Feb. 8, 1801 – Feb. 11, 1831) was an internationally known missionary, and Dunbar (May 3, 1781 – c. Aug. 6, 1865) did important work in Waterville.

Boardman, a native of Livermore, Maine, was half the graduating class at the Aug. 1, 1822, first commencement at Waterville College (now Colby College).

He taught at least one term of school in Dunbar’s shop in 1820, while still a student, according to Aaron Appleton Plaisted’s chapter on early settlers in Rev. Edwin Carey Whittemore’s 1902 Waterville history. On July 16 of that year, Kingsbury said, Baptist minister Rev. Jeremiah Chaplin baptized Boardman.

After graduation, according to Wikipedia, Boardman was a Waterville College tutor in 1822-1823, before he went to Andover (Massachusetts) Theological Seminary. When he was ordained a Baptist minister in West Yarmouth, Maine, on Feb. 16, 1825, Wikipedia says Chaplin, by then Waterville College’s President, was a speaker.

On July 4, 1825, Boardman married Sarah Hall (Nov. 4, 1803 – Sept. 1, 1845), from Alstead, New Hampshire. On July 16, they sailed for Calcutta, on their way to Burma (now Myanmar), where they spent their lives as missionaries.

The couple lost at least two sons in infancy; the survivor they named George Dana Boardman (frequently called “the Younger,” Wikipedia says). After Boardman’s early death from consumption (tuberculosis) in Burma, Sarah married another missionary and associate, Adoniram Judson.

* * * * * *

The other half of Boardman’s class was Ephraim Tripp (c. 1799 – April 7, 1871). After graduation, according to on-line information about Waterville/Colby graduates, he served as principal of Hebron Academy in 1822-1823. Then he, too, became a tutor at his alma mater, from 1823 to 1827.

During these years, according to the chapter in Whittemore’s history on Waterville churches, Tripp was one of the three-man building committee for the First Baptist Church, planned in 1824 and dedicated Dec 6, 1826. The dedication ceremony included “a sermon by Dr. Chaplin.”

Later in his life, Tripp was a teacher in Fayetteville, North Carolina, and in Mississippi, and was Clerk of Courts in Carroll County, Mississippi. He died in Winona, Mississippi (now the Montgomery County seat), at the age of 72.

(The author of the chapter on churches in the Waterville history is “George Dana Boardman Pepper, D.D., LL.D., Lately President of Colby College.”

(Pepper [Feb. 5, 1833 – Jan. 30, 1913] was the fourth and last child of John and Eunice [Hutchinson] Pepper. Born in Ware, Massachusetts, he attended two seminaries and Amherst College. From 1860 to 1865, he was pastor of Waterville’s First Baptist Church. Changing to education, he taught religious subjects before and after serving as Colby College’s ninth president from 1882 to 1889. Religion ran in the family; Find a Grave identifies his father as Deacon and one of his older brothers as Rev.)

* * * * * *

Lemuel Dunbar was born in Bridgewater, Massachusetts, and married Cordana Fobes there on June 23, 1806, according to Find a Grave. This source says he bought land in Waterville Oct. 1, 1805; Plaisted said he moved to Waterville around 1808. They agree he built his house and shop at the corner of Main and North streets, at the north end of the present downtown.

Sources disagree on how many children Dunbar had. One implies that Cordana died and he remarried; Find a Grave says Cordana lived until 1869.

Their oldest son was Otis Holmes Dunbar (May 22, 1807 – Sept. 30, 1892), like his father a carpenter. Find a Grave says he was born in Penobscot, Maine; married Mary Talbot in Winslow, Maine, in 1836; worked in Maine and “the Boston area”; and by June 1860 was living in Princeton, Illinois, where he died. His body was returned to Waterville for burial in Pine Grove Cemetery with family members.

Find a Grave says the Dunbars had nine children, born between 1807 and 1826, and lists three daughters and three sons buried in Pine Grove Cemetery. Youngest son Lemuel was the only one still alive in 1902, Plaisted wrote.

Chaplin taught the first Waterville College classes in July 1818 in a house not far from Dunbar’s shop, according to Edward W. Hall’s chapter on Colby in Whittemore’s history.

Hall continued, “In 1821 the South College was built and eighteen rooms finished besides fitting up a part of the building for a chapel. The second dormitory, known as the North College…was built in 1822.” Dunbar was the carpenter for both buildings, he said.

By 1902, Plaisted said, Dunbar’s original house had been removed and replaced, and the shop had been converted to a house “now occupied by Mr. A. M. Dunbar” (the first Lemuel’s grandson?).

* * * * * *

Your writer’s next topics are Winslow and Waterville high schools, about which she has found little second-hand information. Long-time readers will remember that second-hand information is important: original research, in enclosed spaces among unknown people, has been forbidden since this series started early in the Covid epidemic.

The earliest information your writer found about Winslow high schools was from Kingsbury. He said in 1892, Winslow appropriated $250 to support two free high schools. One, he said, was in “the village of Winslow” and the other “in the eastern part of the town near the Baptist church.” That year they had 80 students between them.

Two on-line sites provide tantalizing bits of information from the first half of the 20th century. One says a wooden, three-story high school building on Halifax Street (which was then Getchell Stret) burned in 1914 and was rebuilt on the same lot in 1915. Halifax Street, also Route 100, runs east from the Kennebec at Fort Halifax.

Another site says the new high school that opened on Danielson Street in 1929 replaced the previous schools, plural. The Danielson Street school started out housing grades seven through 12, but seventh grade was soon moved elsewhere. Danielson Street, site of the current Winslow High School, is several blocks north of Halifax Street.

* * * * * *

Your writer’s short part-article on Waterville’s high schools in the Sept. 9, 2021, issue of The Town Line is unsatisfactory, in spite of editor Roland Hallee’s attractive illustrations. The following paragraphs will expand it a bit:

Elwood T. Wyman, in his chapter on public schools in Whittemore’s history, listed the “masters” of Waterville’s public high school “since its permanent organization in 1876.” There were nine of them up to 1902, and Richard W. Sprague, Colby Class of 1901, was about to become the tenth. Wyman commented that “every one of the masters in the list quoted has been a Colby graduate.”

This permanently organized school was not Waterville’s first high school, but information on previous ones is scanty. From what Wyman wrote, it appears that by the 1830s, some, at least, of the district schools provided some high-school-level courses. Wyman mentioned that in 1855, “Latin and French were authorized as studies in the high school.”

After 1846, some students qualified for high-school level studies attended one of two private high schools, Waterville Academy (later Coburn Classical Institute) or Waterville Liberal Institute. After the Civil War, Waterville temporarily abandoned its public high school(s).

Wyman wrote: “In 1864 pupils of high school rank were sent to Waterville Academy where Dr. [James] Hanson received $4.50 a term for their tuition. This arrangement was continued until the establishment of an independent high school in 1876.”

(Hanson was then starting his second term as Academy principal; he served from 1843 to 1854 and again from 1865 to his death in 1894.)

Skipping to 1902, Wyman wrote that the southern of the two brick primary schools built in or soon after 1853 was by then “the main part of the present high school building.” But he did not describe how it attained that role, or where high school classes were held before the mid-1850s or after 1876.

* * * * * *

Waterville Academy was established in 1829 as a preparatory school for Colby College, Waterville Liberal Institute in 1835 as a Universalist high school. (See the Oct. 21, 2021, issue of The Town Line.)

Waterville Academy boys initially took classes at the college. In 1828, college trustees decided on a physically, but not yet legally, separate school.

Timothy Boutelle, a prominent Waterville lawyer, donated land, Wikipedia says, and President Chaplin raised the funds for “a small brick building” where classes started in the fall of 1829, with 61 students. The first head of the academy was Colby senior Henry W. Paine, assisted by a classmate; Kingsbury wrote that Paine returned in August 1831 for another five years.

The Academy closed in 1839 and 1840, because, according to Waterville historian Ernest Marriner, Waterville Liberal Institute took too many of the eligible students. It reopened in 1841 and a year later separated legally from the college.

Kingsbury wrote that in the fall of 1843, when Hanson became principal for the first time, the Academy had five students. By 1853, there were 308 students, and Hanson got an assistant, George B. Gow, who became principal when Hanson left in 1854.

Female students were admitted beginning in 1845. Kingsbury wrote that “another room was fitted up and Miss Roxana F. Hanscom was employed to teach a department for girls.”

In 1865, according to the Wikipedia writer, the Academy was renamed Waterville Classical Institute. In 1882, it was renamed again, Coburn Classical Institute, in honor of benefactor Abner Coburn. In 1970, Coburn merged with Oak Grove School; the combined school closed in 1989.

* * ** * *

Waterville Liberal Institute was chartered by the Maine legislature Feb. 28, 1835, and opened Dec. 12, 1836. The first principal was Nathaniel M. Whitmore, Kingsbury said, and the school started with 54 students.

A “female department” opened in 1850. In 1851, according to that year’s catalog, the Institute had 174 students, 91 boys and 83 girls. Most were from Waterville, but other Maine towns, Massachusetts and New Brunswick were represented.

The Institute closed in 1857, when, Kingsbury wrote, “the growth of Westbrook Seminary sufficiently filled the field.”

Main sources

Kingsbury, Henry D., ed., Illustrated History of Kennebec County Maine 1625-1892 (1892)
Whittemore, Rev. Edwin Carey, Centennial History of Waterville 1802-1902 (1902)

Websites, miscellaneous

Up and Down the Kennebec Valley: Education in Winslow & Waterville

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Sand Hill School, in Winslow.

by Mary Grow

The northernmost of three area towns incorporated on April 26, 1771, was Winslow, on the east bank of the Kennebec River, then including Waterville and Oakland on the west bank.

As discussed in earlier articles, Teconnet or Ticonic, later Winslow, was one of the earliest European-settled areas on this part of the river, with a British trading post in the 1650s and a British fort in 1754. Henry Kingsbury wrote in his Kennebec County history that Winslow’s first town meeting was held Thursday, May 23, 1771.

Your writer has found little information on 18th century schooling in Winslow and less on the 19th century. Elwood T. Wyman, in his chapter on education in Whittemore’s 1902 history of Waterville, commented that early residents on the Winslow side of the Kennebec could not always afford an education appropriation.

In 1778, town meeting voters agreed to pay a preacher but not a teacher, he said. In 1780, 1788, 1789 and 1790, they funded neither.

In 1791, they appropriated 50 pounds for schooling and nothing for preaching. In March 1796, voters – still representing both sides of the river – approved $250 for education, by now switching to dollars.

Wyman wrote that in addition to the struggling public schools, some wealthier residents supported private schools. He gave as an example a Dec. 28, 1796, agreement (signed Feb. 7, 1797) between nine residents (from both sides of the river) and Abijah Smith (later Waterville’s town clerk) for Smith to run a school in Ticonic Village (on the Winslow side) for three months.

Smith was to find his own room and board and a schoolroom (whether the living and teaching quarters were separate is unspecified). He was to be paid a total of $60, $2 a month for board and the remainder at the end of the term; and his sponsors would deliver firewood for the school.

Wyman switched his focus from Winslow to Waterville in 1802, when the two towns separated. Kingsbury provided no historical details on education in the Winslow chapter in his history. Again (as with Sidney), he described Winslow education only in 1892, the year his book was published.

Notes by Winslow historian Jack Nivison on the Winslow Historical Society’s website describe two 19th-century school buildings depicted there: the 1819 Fort School on the west side of Lithgow Street, near the Kennebec; and the 1887-88 Sand Hill School, at the corner of Monument and Bellevue streets, well uphill from the river.

Second Fort School, Lithgow St.

The original Fort school was one room. Nivison said it might have been Winslow’s earliest public – he emphasized “public” – school.

An on-line site says it was used until 1909, when increasing enrollment required the new, larger Fort School, built in 1910. This two-room Fort School was on the east side of Lithgow Street, three lots south of the first one.

The original Fort School was reused for a year or two after a high school burned down in 1914, the on-line site says. In 1976, the building became the Winslow Historical Society’s museum. It was destroyed in the Flood of 1987.

The Sand Hill School was the largest in town when it was built, Nivison wrote. The accompanying photograph, taken after a 1909 addition, shows a tall, two-story, L-shaped building. Sand Hill School was “always an elementary school,” though with “different grades at different times.” It closed after the 1929-30 school year.

Kingsbury, describing Winslow education in 1891-92, said there were 16 school districts, 15 schoolhouses “and eleven schools that were taught in 1892,” attended by 247 students.

Funding, he summarized, consisted of $1,400 “in public money” (state funds?), $1,500 from town taxes and another $250 “for the support of free high schools.”

* * * * * *

In the 1902 Waterville history, Wyman summarized education-related actions at early town meetings after Waterville was incorporated as a separate town on June 23, 1802.

At the first meeting on July 26, voters elected 10 men as school agents. At an Aug. 9 meeting, they raised $300 for education. In March, 1803, they approved another $400; and on May 2, 1803, they accepted a report from the selectmen establishing 10 school districts.

Eight districts were named after residents; the “village district,” No. 1, was Ticonic and the third was Ten-lot. Names had changed to numbers by around 1808. But, Wyman said, in 1902 some districts’ residents were still using the family names.

The selectmen also recommended, and voters approved, having annual town meeting voters choose school agents and letting each district’s residents contract with their teachers, within legal limits. Selectmen were authorized to aid small districts (financially? with supplies? with expertise?), and “Rose’s district was advised to join with neighboring families in Fairfield in support of a union school.”

(Elsewhere, Whittemore’s history lists a George Rose from Water­ville who served during the winter of 1839 in a militia unit raised in Fairfield and Waterville for the Aroostook War.)

By 1806, Wyman wrote, the education appropriation was increased to $600. That year, too, voters elected a five-man committee to inspect Waterville’s schools during the following year. Wyman commented that two members, Dr. Moses Appleton and Hon. Timothy Boutelle, were Harvard graduates; other sources say Appleton graduated from Dartmouth College, Class of 1791.

Wyman (like Kingsbury) listed family names of the 145 students in District 1 in 1808. He said they came from “Main, Silver, Mill, College, Water and lower Front streets.” Except for Mill Street, these are current names of major streets in downtown Waterville.

In 1808, Wyman said, the streets were “rough roads,” running through “an area still largely covered with woods, and used mostly for pasturage.” He listed two schoolhouses, “the little old yellow one close by the town hall, and the brick one on College street,” farther north along the Kennebec.

Voters at an 1812 town meeting made a decision that Wyman said recognized “the importance to public schools of official inspection.” They chose Appleton and Daniel Cook “visiting inspectors,” directed to visit every public school at least once in the winter term, and in the summer “if they thought proper,” and to tell each schoolmaster “the most proper mode of instruction.”

Appleton and Boutelle were two of the five 1821 school committee members Wyman named. Appleton was elected again in 1826, when, Wyman said, the committee had three members.

By then voters had approved paying school committee members “a reasonable sum” for their work, and in 1827 Appleton got $6. That year, too, voters approved a long motion by Boutelle that considerably expanded the men’s responsibilities.

Committee members were now required to prepare a detailed annual report. It was to cover how much each district spent and what for (specifically, expenditures for schoolmasters, for schoolmistresses and for wood); teachers’ names, wages and lengths of service; the number of students, what kinds of textbooks they had and what subjects they studied; the committee’s opinions on the quality of each school; and anything else committee members thought useful or interesting.

Wyman surmised it was because of the reporting requirement that committee members’ annual stipends went up to eight dollars in 1828.

In 1828, too, he wrote, the boundaries of Waterville’s 13 school districts were described in such detail as to take up three pages in town records. For years thereafter, he said, almost every town meeting included a vote on “setting off certain persons from one [school] district to another. This business and the laying out or discontinuance of roads furnished a never-failing subject for discussion and action.”

The comprehensive reports gave historian Wyman a surplus of material to choose from. His reports for the rest of the century are fragmentary, based apparently on his estimates of importance and interest.

In 1829, Wyman found, voters approved $900 for schools for the year, higher by $200 than any prior appropriation.

The 1834 school committee consisted of three ministers, Rev. Calvin Gardner (Universalist, who served his church from September 1833 to January 1853), Rev. Samuel F. Smith (Baptist, author of America, who served in Waterville from Jan. 1, 1834 to early 1841) and Rev. Jonathan C. Morrill (whose name is listed nowhere else in the Waterville history index and whom your writer could not find elsewhere).

Wyman wrote nothing about what this committee did.

By 1836 Waterville had 1,049 students in 14 school districts, and 26 teachers for the year. District 1 was the most populous, with “212 scholars on its census roll” – and an average attendance of 50.

In that district, one of the men was paid $26 a month for 18 weeks, and one of the women $14 a month for 23 weeks. Her pay, Wyman commented, “was more than was paid to some of the male teachers.” Six other districts paid female teachers $4 a month.

The most common school term was 22 weeks, longer in “the village schools” and somewhat shorter in “the smaller districts,” one of which had only 14 pupils.

Myrtle Street School

Wyman summarized several years of arguments over whether and where to build new school buildings. A long-debated schoolhouse on the Plains, the area along Water Street south of the Kennebec River bridge, was authorized in 1846 “at a cost of $250”; and voters further agreed “to furnish two school rooms in the town hall.”

Some of the disputes were between residents of Waterville’s north and south ends. In 1853, Wyman wrote, a four-man committee created a 10-man committee that proposed a brick schoolhouse in each end; the idea was accepted.

The southern building was near the site of the present Albert S. Hall school, at 27 Pleasant Street, two blocks inland from the Kennebec.

North Grammar School, in Waterville.

The northern schoolhouse was on the lot that by 1902 was occupied by North Grammar School, opened Feb. 28, 1888. The 1853 building had been moved to College Avenue and was described as “a brick tenement.” After being relocated, it had been used as a school until the Myrtle Street School opened in 1897.

Wyman called the Myrtle Street School “in most respects the best school building in the city” in 1902.

A Dec. 4, 1981, report on the Waterville Fire and Rescue website locates the Myrtle Street School at the end of Myrtle Street, which dead-ends westward off College Avenue. The report is of a suspicious two-alarm fire; it says the three-story brick building, by then a warehouse for used tires, was gutted and one firefighter was slightly injured.

Main sources

Kingsbury, Henry D., ed., Illustrated History of Kennebec County Maine 1625-1892 (1892)
Whittemore, Rev. Edwin Carey, Centennial History of Waterville 1802-1902 (1902)

Websites, miscellaneous.

Up and Down the Kennebec Valley: Education in Vassalboro & Sidney

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by Mary Grow

Another Kennebec Valley town incorporated April 26, 1771, simultaneously with Hallowell (then including Augusta), was Vassalboro, then including Sidney. Vassalboro’s and Sidney’s early educational systems will therefore be examined next.

According to Alma Pierce Robbins’ 1971 history of Vassalboro, voters did not discuss education at their first town meeting, held May 22, 1771. At a Sept. 9 meeting, they approved money to support a minister, but not a schoolmaster.

The next education discussion Robbins reported (but not its outcome) was in 1785, after the October report of the Portland convention discussing separation from Massachusetts had called on towns to fund public schools. At town meetings thereafter, no matter how frequent, she said “much discussion was devoted to ‘Schooling.'”

Until the separation of Sidney in 1792, Vassalboro voters needed to educate students in both parts of a town divided by the unbridged Kennebec River running through the middle.

Robbins reported a committee set up 13 school districts in 1787. In 1788, voters appropriated 70 pounds for schools. At a 1789 town meeting, District 5 was created on the west side of the river. There was also a District 5 on the east side, according to Robbins and to Henry Kingsbury, in his 1892 Kennebec County history.

Kingsbury apparently overlooked the early records Robbins found. He said about Vassalboro schools, “The first record of anything pertaining to this important element of civilization was made in annual meeting of March 1790, when the town east of the river was divided into districts, and an earnest support of the public schools commenced.”

He and Robbins said districts one through five went north to south on the east side of the Kennebec, including the first and second miles from the river and, for districts two and three, part or all of the third mile. Districts six through nine ran to the east town line, with districts six and seven including the fourth and fifth miles and eight and nine the third, fourth and fifth miles.

Divisions between districts were by lot lines. District one went from the north town boundary south to Jacob Taber’s lot; district two from Taber’s south to Jonathan Low’s; and so on.

Kingsbury named the six men on the 1790 committee that determined the district lines and continued, “Teachers were hired and the schools of the town commenced.”

District boundaries were redrawn “as the convenience of the inhabitants demanded,” Kingsbury said. Any west of the Kennebec disappeared after Sidney became a separate town on Jan. 30, 1792.

In 1795, Kingsbury wrote, another southern Vassalboro district was formed, and “a committee was chosen in open town meeting to obtain teachers for all districts and pay out the moneys according to the number of pupils in each.”

In 1797, he said, “the number of schools [and presumably of districts] was reduced to seven,” and Vassalboro selectmen paid out the $700 voters appropriated and hired the teachers. That was the year Robbins said voters authorized “the school in the middle west section of town” to hold classes in the town house, suggesting not every district had a schoolhouse.

Kingsbury said districts were redivided in 1798. In 1799, voters raised $1,000 “to build ten school houses.” Robbins said there were 10 districts in 1798, 11 in 1800.

By 1806, there were enough members of the Society of Friends, or Quakers, in Vassalboro so their students in District 7 were separated into their own district (as had been done in Sidney in 1799 – see below). Robbins quoted an 1809 town meeting vote: “there shall be two schools kept by a woman in summer and the Friends shall have the privilege of choosing one mistress, and there shall be a master in winter.”

In 1816 and for some time afterwards, Kingsbury wrote, a town-appointed committee reviewed the then-17 schools, a system that produced “beneficial results.” After 1810 and 1823 rearrangements, in 1839 Vassalboro was divided into the 22 school districts that he said remained “substantially the same” in 1892.

Robbins disagreed. She wrote that the school committee’s 1839 22-district plan “was of little value,” because the next year there was a rearrangement and creation of a 23rd district. Vassalboro had 23 districts “much of the time” until state law eliminated district schools, she said.

Administration was also changed; Kingsbury gave no dates. The (1816?) town committee that inspected schools and hired teachers was replaced by “a proper person” in each district, and in “later years” – and still in 1892 – by an elected town superintendent.

Robbins cited deficiencies listed in school reports and town meeting minutes. Students were truant; parents lacked interest; poorly paid teachers were expected not only to teach, but to keep the woodstove going and the classroom clean and, under a late-1840s regulation “to look after the scholars while in school and on the way home.”

Around 1850, teachers were paid $2 a week, Robbins wrote. She added, “Little wonder that several schools ‘closed suddenly’.”

Buildings were often badly maintained. An 1865 school committee report described students “shivering with the cold, their heads in close contact with the stove funnel, inhaling death with every inspiration.” An 1870 report referred to “the miserable affairs called school houses.”

As of 1870, Robbins said, state law defined school terms: the summer term was 9 and 3/17 weeks, the winter term was 10 and 13/14 weeks. (She did not explain how weeks were divided into 14ths and 17ths.)

Robbins found that Vassalboro had 1,200 school-age children in 1850. In 1892-1893, the number was down to 636; 20 schools were open, most with fewer than 20 students, one with six.

* * * * * *

The earliest Vassalboro high school was Vassalboro (or Vassalborough) Academy at Getchell’s Corner, in northwestern Vassalboro, opened in 1835, closed before 1868. Miss Howard’s School for Young Ladies opened in 1837 at Getchell’s Corner. Robbins cited no evidence of a long life for that institution.

Oak Grove Seminary, on Riverside Drive at the Oak Grove Road intersection, was started by area Quakers in 1848 or 1850. (For more information on Vassalboro high schools, see the July 22, 2021, and Oct. 14, 2021, issues of “The Town Line”.)

In 1873, Robbins said, state law required high schools. Vassalboro opened one in East Vassalboro and one at Riverside, and North Vassalboro residents “after a few sharp discussions erected a new and commodious house at a trifle over six thousand dollars.”

Kingsbury said voters appropriated $500 for the East Vassalboro high school, in a building on the west side of Main Street nearly opposite the Vassalboro Grange Hall. By 1892, he wrote, “the continued success of Oak Grove Seminary has superseded the necessity for the high school.”

In 1892, Vassalboro’s schoolhouses were “in good condition,” Kingsbury said, with the 1872 North Vassalboro building the best. It had “three departments, and a large public hall on the second floor.” (This building still stands, privately owned in 2024.)

* * * * * *

Alice Hammond wrote in her 1992 history of Sidney that in April 1792, less than three months after Sidney became a separate town, voters at a “school meeting” defined 10 school districts and named 10 “school collectors” (she did not describe their duties).

Voters also appropriated 100 pounds for “annual support of the schools.” A January 1794 special town meeting rescinded the appropriation; voters at the 1794 annual town meeting approved 50 pounds, and raised it to 60 pounds before the meeting ended.

Sidney’s school districts one through four ran south to north along the Kennebec, including the first and second miles from the river. District 1 went from the boundary with Augusta to Daniel Townsend’s south line; District 2 went upriver to Elihu Getchell’s lot; District 3 upriver to Hezekiah Hoxie’s north line; and District 4 upriver to the north boundary with Waterville (then still Winslow).

District five began at the northern end of “the Pond” (Messalonskee Lake); five through eight ran to the south town line, encompassing the third and fourth ranges, except for district seven.

District seven was in only the fourth range. District nine seems to have covered the third range in that area, as well as specifically “including Matthew Lincoln and Jethro Weeks in said district.”

District ten encompassed “all the inhabitants and land belonging to the said town on the west side of the aforesaid pond.” Belgrade annexed District 10 in 1799.

Also in 1799, Hammond wrote, voters gave Sidney’s Society of Friends in District 9, and nearby residents who were not Friends, their own district, number 11; and gave them their share of school funds to “lay…out in the manner they see fit.”

She added that a resident named Silas Hoxie (Hoxie was a common Quaker name) “requested unsuccessfully that he be given his share of the school money to ‘spend as he saw fit.'”

Hammond said Sidney had 19 school districts in 1848; but population declined thereafter. Kingsbury wrote that by 1891, districts had been reduced to 14, because there were fewer students – that year, he said, 333 students “drew public money.”

Hammond gave a financial example from District 9 (Bacon’s Corner) in 1843-44: total expenditure, $76.50, of which $24 went to a “Female teacher for 16 weeks of summer school” and $31.50 to a “Male teacher for seven weeks of winter school.” Seth Robinson contributed summer board; winter board cost $9.31.

The rest of the money went for building maintenance and supplies (including eight cents for a broom). Hammond added, “Having raised $77.50, the district ended the school year with a balance of $1.00.”

Referring to state laws requiring towns to raise a specified amount per inhabitant for school costs, Hammond said not until 1867 did Sidney voters agree “to raise what is required by law.” The requirement was 75 cents per resident that year; in 1868 the legislature raised it to one dollar.

Even after direct state aid started, Hammond said, “funding was inadequate and teachers’ wages were low.” In the later 1880s, she wrote, per-student expenditure was $5.63 annually. Summer term teachers averaged $3.59 a week; winter term teachers got $4.68 a week plus $1.46 a week for board.

Hammond wrote that in the 1870s, “responsibility for governing the school began to move from the individual district to the town.” Town school committees were elected and charged with hiring teachers, and “some level of standardization began to exist,” like common schedules and textbooks.

Kingsbury, in his chapter on Sidney, for an unexplained reason began discussion of education with the fiscal year ending Feb. 10, 1892. For that year, he said, town voters appropriated $1,500 for schools (plus $2,000 for roads; $1,200 “to defray town charges”; $25 for Memorial Day; and another $25 for “town fair” [the annual Agricultural Fair, started by Grange members in 1785]).

In 1892, Kingsbury wrote, “The town voted to change from the district to the town system” for managing schools; Hammond wrote that the Sidney school committee was made responsible “for all the schools in the town.” She added that the school term was set town-wide at 21 weeks that year (increased to 25 weeks a year in less than a decade), and the first school superintendent was hired.

Town-wide organization promoted school consolidation, and fewer schools created a need for transportation. Hammond wrote that “many” educators thought it was good for students to walk four or five miles to school; but many parents thought any child living more than a mile and a half from a school should have transportation, “and this was the [undated] decision of the [Sidney] school committee.”

* * * * * *

Your writer has found no information on a 19th-century high school in Sidney.

Main sources:

Hammond, Alice, History of Sidney Maine 1792-1992 (1992)
Kingsbury, Henry D., ed., Illustrated History of Kennebec County Maine 1625-1892 (1892)
Robbins, Alma Pierce, History of Vassalborough Maine 1771 1971 n.d. (1971)

Websites, miscellaneous.

Central Maine historical societies gather

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Vassalboro Historical Society

by Eric W. Austin

On Saturday, October 26, representatives from historical societies across Central Maine met at the Vassalboro Historical Society, united by a shared goal: to preserve and celebrate Maine’s rich history. About two dozen history enthusiasts and society members gathered to share updates, discuss challenges, and brainstorm solutions to common issues.

Each society had a unique story to tell, with updates ranging from the restoration of historic buildings to engaging community programs. For example, the China Historical Society spoke about their recent presentation on the town’s almost forgotten narrow gauge railway system.

Despite the successes, the societies also discussed a variety of shared challenges, such as the need to grow their membership, the constant problem of limited funds, not enough volunteer support, and the often-daunting task of digitizing historic records.

“We’re constantly juggling the need to catalog items and preserve them while also making history accessible to the community,” said one attendee, a sentiment that was echoed by others.

Many societies expressed hope in drawing younger members to the cause, with some already seeing promising signs of interest from new generations. The Vassalboro Historical Society even mentioned their new TikTok channel, where short, engaging clips are helping to spark interest among younger audiences.

Each historical society had a wish list that included more storage space, financial support, or equipment like climate-controlled rooms and scanners. As one attendee put it, “We may be small, but we’re doing everything we can to preserve our local history for future generations.”

Residents interested in history and community service are encouraged to get involved with their nearest historical society. Whether you have time, expertise, or just a love for the past, there’s a way for you to contribute!

Around the Kennebec Valley: Education in Augusta – Part 2

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by Mary Grow

By 1820, James North wrote in his 1870 history of Augusta, the town was again thriving after the economic downturn caused by the War of 1812. The bridge across the Kennebec River had been rebuilt; a dam was proposed to promote water-powered industry (finally built in 1837); stagecoaches and steamboats provided connections to the rest of the state, country and world; population and wealth had increased; there was talk of moving the state capital from Portland (done in 1832).

In 1820, voters raised $1,200 for education (and $1,500 for supporting the poor and other expenses and $2,000 for roads), North said. After that, he seemed to lose intereste in local primary education. Nash, in his Augusta chapters in Henry Kingsbury’s 1892 Kennebec County history, continued the story, writing that school districts were “divided and subdivided” as Augusta grew, until there were 27.

After 1815, voters chose a single agent for each district, plus a five-man town school committee, Nash said. An 1833 state law allowed modifications (see below).

A second quasi-public secondary school, succeeding the o  ne that burned in 1807 (see last week’s story) was organized in 1835. On Feb. 19, 1835, the Maine legislature chartered the Augusta Classical School Association, with a seven-man board of directors.

North wrote that its founders’ goals were “promoting the cause of education in the higher branches, and establishing a school in Augusta to prepare young men for a collegiate course.” (The nearest high school at the time was Hallowell Academy, which had opened in 1795; see the Oct. 10 article in this subseries.)

School Association members sold shares to raise money, bought the “spacious” (North’s word) former grammar school lot at Bridge and State streets and oversaw construction of a 50-by-65-foot, two-story brick building at a cost of $7,000, furnishings included.

North described the interior: “two large school rooms, recitation rooms and a laboratory containing philosophical apparatus.” (“Philosophical apparatus” is the early term for equipment used in scientific studies.)

The school opened April 18, 1836, headed by Professor William H. Allen, from the Methodist seminary at Cazenovia, New York (later president of Girard College, in Philadelphia), assisted by his sister, Miss R. Clifford Allen and, according to Nash, by another man and woman. Tuition was $6 a term (neither Nash nor North said how many terms in a year), expected to cover expenses.

The school was not a success. North implied that Allen’s (undated) departure was one blow. Nash wrote, “after a few years of indifferent financial success, its worthy promoters suffered its doors to be finally closed.”

* * * * * *

Meanwhile, Nash wrote, the Maine legislature passed, on Feb. 27, 1833, an act specifically applicable to Augusta’s elementary and high-school students that, as he explained it, had two parts. First, it authorized any school district to elect a seven-man committee (the number was later reduced to three or five) that would have full authority over the district’s school(s); and second, it authorized districts to consolidate.

Supporters found the act hard to implement, Nash said – not enough people were ready for “the proposed innovation.” At last, in early 1842, school districts number 3 and number 9 united as the Village School District. From locations of school buildings Nash and North provided, this district covered most of present-day Augusta on the west side of the Kennebec.

The seven directors elected at an April 6, 1842, meeting found they had 974 students and two buildings, the “wooden, old-fashioned” Piper School, on Laurel Street, and an unnamed two-room brick building, at the intersection of Grove Street and Western Avenue.

The directors determined they needed six primary schools, one (Nash) or two (North) grammar school(s) and one high school. They built two new “frame houses” (Nash’s description), raising $850 from district taxes to buy lots and put up the buildings (according to North).

(As reported previously, after the Maine legislature ordered every town to raise school money, district taxes were no longer the only source of funding. Apparently they required legislative approval; in 1849, North said, the Village District requested and received legislative permission for a district tax, not to exceed 20 cents per resident, to support education.)

At the end of 1842, North wrote, the directors were pleased with the quality of education they’d provided. They’d spent $2,401.51 – $1,212 for teachers, the rest for acquiring and maintaining buildings and for firewood and other miscellaneous items. There had been 33 weeks of teaching in nine schools.

Not all district residents were as pleased. Some, North said, disagreed with the assignment of their children to a specific school; more were unhappy about the high school. The latter group included some whose children were deemed not qualified to attend, some who thought it too expensive and some who feared foreign languages were stealing money and attention from English.

North detailed several years of contentious meetings, with frequent changes of elected directors. At an April 19, 1843, meeting (the second that month), two motions to make students studying Latin or Greek pay tuition were defeated; but voters approved a motion to “discontinue the present system of high school instruction.”

Instead, they approved a proposal to have six primary schools and three grammar schools, boys’, girls’ and co-ed.

This system was not universally popular, either. Voters at an April 20, 1844, meeting re-elected five of the seven 1843 directors and replaced two (North did not say whether the two resigned or were rejected). They postponed indefinitely (in effect, voted down) a motion to divide the Village District into three districts, which North said would have been a retreat to the old system.

Dissension continued through 1845 and 1846. Meanwhile, North said, town meetings had increased funding for schools, from $1,600 in 1840 to $3,000 in 1846, making residents feel less oppressed by the district school tax and reviving the belief that education was essential to good government.

Consequently, the second of two March and April 1847 meetings approved a wordy resolution that called for “suitable schoolhouses…conveniently located” for the “small children”; at least two grammar schools; and a high school. North added that 1847 town meetings appropriated $4,000 for education.

Nash offered summary descriptions of new grammar schools built in the district in 1848, 1850, 1853 and 1855. The last four, two in 1850 and one each in 1853 and 1855, were brick.

North said the four two-story brick buildings cost a total of about $12,000 and were considered among the best in Maine “for interior arrangement and finish.” Writing in 1870, he regretted that the “exteriors were not made more attractive” and that the buildings were not made larger to accommodate more classes.

Nash listed another school, built in 1890, that became the Cushnoc Heights Grammar School. (An on-line source says the modern name of Cushnoc Heights is Sand Hill, the hill on the west side of the Kennebec just north of downtown Augusta.)

As of April 1892, Nash said the Village District student enrollment was 2,052, “about two thirds of the whole number in the city.” In 1892, Charles E. Nash was one of the three Village School District directors, and a man named Gustavus A. Robertson had been principal of the Village District schools since 1868.

* * * * * *

For a Village District high school, Nash and North said, the directors first rented the Classical School Association’s old building. In June, 1848, they bought it from the remaining shareholders, for $3,000. North called this purchase an important step in reducing opposition to the high school, as well as a good deal financially.

In 1869, Nash said, the former Classical Association’s high school building was “superseded by the present spacious edifice,” which was dedicated Aug. 26, 1870. The new building, at the intersection of Bridge and State streets, a couple blocks uphill from the Kennebec, was almost finished when North completed his history in 1870. He said it cost about $25,000, for which the District issued bonds.

North approved of the two-story brick cruciform building building’s “pleasing appearance.” Inside, he wrote, it was “conveniently arranged to accommodate two schools of two hundred students each in single seats.”

Each floor, he said, had five rooms: a 52-by-54-foot “schoolroom,” two 22-by-30-foot “recitation rooms” and two 15-foot-square “clothes rooms.” The ground-floor rooms had 14-foot ceilings, the second-floor rooms 16-foot ceilings.

The third floor “formed by the mansard roof” was to be used as “a hall for school exercises and exhibitions.”

The Village District high school closed in 1881, when Cony Free High School opened. The building continued in use for younger students, and in 1891 was named the William R. Smith School, honoring a just-retired “steadfast friend and able promoter of the public schools” who had been connected with the district since it was formed almost 50 years earlier.

Your writer found on line postcards showing Augusta’s William R. Smith Grammar School, one dated 1909. These postcards show a large three-story brick building on a stone foundation, with elaborate window trim, different on each level, and a mansard roof. (North had described the windows: “large, circular headed, giving abundance of light.”)

* * * * * *

Nash wrote that in 1882 – 49 years after the legislature authorized districts to consolidate – three on the east side of the Kennebec merged to become the Williams School District. The new district’s directors divided students into primary, intermediate and grammar-school levels.

As of 1892, there were 581 students, and the directors had just opened a new four-room school house, costing $13,000, on Wedge Hill, on Bangor Street. (Bangor Street runs north along the east side of the Kennebec from the Cony Street intersection, becoming Riverside Drive, in Vassalboro. (Rte. 201.)

Nash also wrote that in 1887, the City of Augusta abolished “all the suburban districts” and “adopted a town system for them.” (As reported previously, the Maine legislature abolished school districts state-wide seven years later.)

In 1892, he said, there were 17 “suburban schools,” with names instead of numbers. Your writer found on line two Kennebec Journal clippings about one of them, Hewins School (location unknown).

On Friday, March 23, 1917, the school presented an “entertainment and pie social,” with music and recitations, to raise money to pay for the “Grafonia” or “Grafonola” (an early Columbia phonograph).

Hewins School closed at the beginning of 1948 and its 11 students, seven of them in second grade or below, were bussed to Williams School.

Williams School is not on Nash’s 1892 list by that name. An on-line source says it closed in June 1980 after 89 years; the story is illustrated with a photo of fourth- and fifth-graders carrying desks to the Hussey School. (Augusta still has a Lillian Parks Hussey Elementary School, built in 1954 on Gedney Street, on the east side of the river a block east of Bangor Street.)

Augusta also had a Nash School, built in 1897 and named in honor of the Charles E. Nash whose chapters in Kingsbury’s history your writer has been citing. The former school building at the intersection of State and Capitol streets is part of Augusta’s Capitol Complex Historic District.

Main sources

Kingsbury, Henry D., ed., Illustrated History of Kennebec County Maine 1625-1892 (1892)
North, James W., The History of Augusta (1870)

Websites, miscellaneous.

Around the Kennebec Valley: Augusta education – Part 1

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Cony Female Academy

by Mary Grow

The town – now city – of Augusta was created on Feb. 20, 1797, when the Massachusetts legislature, responding to a local petition, divided the town of Hallowell.

The downriver third remained Hallowell. The upriver two-thirds became Harrington, renamed Augusta on June 9, 1797.

Harrington lasted long enough for voters to hold their first town meeting on April 3, where they raised $400 for education (and $1,250 for highways and another $300 for all other responsibilities).

In that first year, Captain Charles Nash wrote in his chapters on Augusta in Kingsbury’s 1892 Kennebec County history, Augusta officials re-created the eight school districts they inherited from Hallowell. Reflecting the current population distribution, numbers 1 and 2 were on the east side of the Kennebec and the other six across the river.

The traditional three-man district school committees continued, and in addition, Nash said, members of a seven-man town committee were expected “to visit schools,” presumably as overseers.

“This action was twenty-seven years in advance of statute legislation, and nearly a quarter of a century before Maine became a state and required it by law,” Nash commented.

A ninth school district was created in 1803.

James North wrote in his 1870 history of Augusta that 1803 was also the year that an “association of citizens” banded together to start the first post-primary school in town, buying shares to fund a brick grammar school building in the northwest corner of the intersection of Bridge and State streets, on the west side of the Kennebec.

(Bridge Street goes up the hill from the west end of the Calumet Bridge and intersects State Street at a right angle several blocks north of the state capitol complex. State Street roughly parallels the river.)

The building was finished in 1804, North said, and the association hired a Mr. Cheney (not further identified) as “preceptor” for a year, at a salary of $450. Courses included what Nash labeled “dead languages” (Greek and Latin).

Students were shareholders’ children, or children to whose parents a shareholder had “let” a share. Each share admitted one student.

North wrote that the school “flourished” until the building burned on March 16, 1807.

(Disastrous fires were not uncommon; in the next few pages North mentioned the Feb. 11, 1804, burning of a large Augusta building in which an early newspaper, the Kennebec Gazette was printed; the Jan. 29, 1805 (Nash said 1804), burning of the building that housed Hallowell Academy; the Jan. 8, 1808, burning of two adjacent blacksmith shops on Water Street; and the March 16, 1808, burning of the jail [a fire set by an inmate].)

By 1810, North wrote, Augusta was thriving; population and wealth had increased, and $1,000 was raised for schools (also $1,500 for roads and another $1,500 for “Poor and other necessary charges”).

Two years later, due to the War of 1812 with Great Britain, the Kennebec Valley economy was in distress. North talked about prices rising and stores closing, but he said nothing about the effect on education or other tax-dependent activities.

* * * * * *

North’s next educational reference was to 1815, when Judge Daniel Cony (see box) started building what looked like a house – but, North said, people asked why he wanted another house there? – at the intersection of Bangor and Cony streets on the east side of the Kennebec.

Adding a tower to the structure led to surmise that it was intended as a meeting-house for worship – and why did the Judge want a meeting-house?

When “seats and desks began to go in,” people concluded the building was a school. They were right; Judge Cony announced it would house Cony Female Academy. On Christmas Day, 1815, the Judge gave the building and lot to five men he had chosen as trustees; they organized themselves as a board on Jan. 5, 1816, and opened the school that spring.

A picture of the building on line (at stcroixarchitecture.com) shows a three-story main block with a steeply pitched roof that provided space for a fourth floor. ­­­On each front corner was a two-story ell with third-story windows under its pitched roof.

The center of the front was a square tower topped with two levels of lattice-work under another steep roof two stories above the main roof. On the front of the base of the tower, a single-story entrance had another peaked roof, an arched door and two side windows.

The roofs were a medium blue, a contrast to the pale beige bricks. Medium-brown chimneys rose higher than the rooftops on the back of the main building and the side of each ell; the color matched the trim on the gables.

As Cony directed, his Academy offered free education to “worthy” orphans and other girls younger than 16. It also accepted tuition-paying students. North wrote that income soon covered expenses, and by 1820 Cony Female Academy “had a sum of money on hand in excess of expenses.”

Meanwhile, on Feb. 10, 1818, the Massachusetts legislature approved a charter for the Academy. In June of that year, North wrote, Cony gave the trustees a bell for the building; “maps and charts” for classes; and 10 shares in the Augusta Bank. He directed them to use five-sixths of the income from the bank shares to educate orphans and the remainder to buy prizes – medals or books – for “meritorious pupils.”

Kingbury wrote that 50 girls were Academy students in 1825. Their tuition was $20 a year; board was $1.25 a week.

In February 1827, North said, the by-then-Maine legislature gave the Academy a half township farther north in Maine (after an 1826 charter amendment gave the legislature a role in adding to or limiting the trustees’ powers). In February 1832 the trustees sold the land for $6,000.

In 1827, a Bostonian named Benjamin Bussey donated land in Sidney, which the trustees sold for $500. That year, too, the trustees oversaw construction of a brick dormitory at the intersection of Bangor and Myrtle streets, two blocks north of the main building, which was still standing in 1870.

Another on-line site quoted an 1828 advertisement that listed courses offered: “orthography, reading and writing, arithmetic, grammar, rhetoric and composition, geography, History and Chronology, Natural History, Natural Philosophy and Astronomy, use of the globes, Drawing Maps, and also Drawing, penciling, and painting, and a variety of needlework.”

The school’s library, which in 1829 had 1,200 volumes, was “considered by some historians to be the best in the area at the time,” the stcroixarchitecture.com writer said.

The Academy’s second classroom building, after the school outgrew the original one, was the nearby former Bethlehem church at the intersection of Cony and Stone streets (built in the summer of 1827). The Academy trustees voted to buy it in November 1844 for $765; it, too was still standing in 1870. (They sold the original Academy building for $500, to Rev. John H. Ingraham, who made it into a house.)

North listed the Academy’s preceptresses and preceptors (teachers), usually one but occasionally two, over the years, starting with Hannah Aldrich in 1816 and ending with Mrs. Arthur Berry in 1857, the last year of operation. A minority were men.

Daniel Cony

(See also the Feb. 23, 2023, issue of The Town Line.)

Daniel Cony

Daniel Cony (Aug. 3, 1752 – Jan. 21, 1842) was born in Stoughton, Massachusetts, south of Boston. He studied medicine in Marlboro, west of Boston, under Dr. Samuel Curtis.

When the British marched from Boston to Lexington on April 19, 1775, Cony was practicing medicine in Tewksbury, north of Boston (Find a Grave says Shutesbury, half-way across the state and therefore likely an error), and was a lieutenant in the local company of Minutemen. North reported that he was awakened at 2 a.m. by a knock on his door and the shouted message “Ameri­can blood has been spilled and the country must rally.”

Cony and the rest of the company were on the way to Cambridge by sunrise; North did not say what they did there.

Later in the war, Cony served as adjutant in an infantry regiment (the 6th New Hampshire, according to Find a Grave) under General Horatio Gates, at Saratoga, New York, where, North wrote, he once led soldiers through an area commanded by a British battery to assist another company. He was present when British General John Burgoyne surrendered his army to Gates on Oct. 17, 1777.

Meanwhile, on Nov. 14, 1776, Cony had married Dr. Curtis’s niece, Susanna Curtis (May 4, 1752 – Oct. 25, 1733), in Sharon, Massachusetts. He left the army and in 1778 he and Susanna and their first daughter, Nancy (born in 1777), came to Hallowell, where his father, Deacon Samuel Cony, had moved the previous year and where Nancy died the year they arrived.

The couple had four more daughters (no sons): Susan (1781 -1851), Sarah (1784 – 1867), Paulina (1787 -1857) and Abigail (1791 -1875). All married local men.

Historians generally agree that Judge Cony created the Academy in appreciation of his own daughters and, since by 1816 all four were past school age, as a charitable exercise.

The family lived on the east side of the Kennebec. North said their second house, downhill from “the hospital” (the insane asylum) was still standing in 1870. Their third one, built around 1797 on Cony Street, burned in 1834 and was succeeded by “the present brick edifice on the same lot,” where Cony lived the rest of his life.

Cony practiced medicine in the area, was a member of the Massachusetts Medical Society and corresponded with other doctors, North said. In 1825-26, he was one of the founders of Augusta’s Unitarian Church.

He served as “representative, senator, and counsellor [member of the executive council]” in the Massachusetts legislature. Before 1820, he held judgeships in Kennebec County, Massachusetts. He was one of Augusta’s three delegates to the October 1819 Maine constitutional convention, and after statehood, was a Maine Judge of Probate until 1823, when he “resigned by reason of age.”

North wrote that until 1806, Cony frequently moderated Hallowell and Augusta town meetings. In 1830, after some years of not even attending them, he showed up – and was immediately and unanimously elected moderator. The meeting record showed a vote of thanks for “the able, impartial, and dignified manner in which he discharged the arduous duties of this day as moderator” at the age of 77 years and seven months.

In addition to creating Cony Female Academy, North wrote that Cony was “instrumental” in getting legislative charters for Hallowell Academy in 1791 and Bowdoin College in 1794. He was a trustee of Hallowell Academy and a Bowdoin overseer. He supported public education “by the exercise of a constant and healthful influence in its favor.”

Find a Grave displays Cony’s short death notice in the Augusta Age, published the day after his death. It mentions his Revolutionary service and goes on to describe him as a man who had “discharged various and important civil trusts, and was long and honorably connected with the settlement and growth of this section of the State.”

Main sources

Kingsbury, Henry D., ed., Illustrated History of Kennebec County Maine 1625-1892 (1892)
North, James W., The History of Augusta (1870)

Websites, miscellaneous.

Around the Kennebec Valley: Education in 18th & 19th centuries, Part III

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Hallowell Academy

by Mary Grow

Hallowell & Supply Belcher

The local responsibility for public education made it one of the first topics for voters in each newly-organized 18th and 19th century Maine town. Frequently, historians wrote, it was not easy for people in a low-cash economy to raise money to pay a teacher, provide instructional materials and maintain a building.

(Nor to fund other civic duties. For example, James North wrote in his 1870 history of Augusta that residents of Hallowell [from which Augusta separated in February 1797] sent no representative to the Massachusetts Great and General Court from 1775 until May 1783. The reason, he said, was probably the cost, which the town had to bear; and the incentive in 1783 was a newly- created system of fining unrepresented towns.

(Similarly, North said, taxes Maine towns owed to the Massachusetts government frequently went unpaid in whole or in part. In November 1784, the legislature authorized payment in commodities – beef, pork, wheat, oats, Indian corn, butter, cordwood, boards and tow cloth. Kennebec Valley goods were to be delivered at Bath.)

This and following articles will provide town-by-town information about Kennebec Valley voters’ early steps in creating local education systems, and about the systems they created, which differed considerably from contemporary public schooling.

One major difference, for most of the 19th century, was that towns were divided into school districts (which were frequently reorganized). Many town histories include lists of districts as of various dates, with their boundaries as presented at town meetings.

Most of the time, each district had its own one-room, or occasionally two-room, school building for primary-school students. Grammar schools, the equivalent of a modern high school, were less common.

District boundaries mostly ran from one landowner’s lot line to another’s, making it difficult for modern readers to locate a district. Sometimes there was a more helpful reference to a town line.

Another feature of these early schools that has changed markedly was the length of time students spent in them. Until late in the 19th century, there was no standardized school year; local voters and officials set their own school terms.

One on-line source pointed out that the school day was shorter, too, because students needed time to walk from home and back. This source said school might run only from about 9 a.m. to about 2 p.m.; and “homework,” despite its name, was done in school.

Textbooks were not standardized between towns or even within a town; they were not even available all the time.

Especially in the early years, teachers were likely to be young men – or, increasingly, women – who finished district school and came back to share their learning with younger children, without further training.

* * * * * *

Three of the towns covered in this series were incorporated on April 26, 1771: Augusta (as part of Hallowell), Vassalboro (including Sidney) and Winslow (including Waterville and Oakland).

North wrote that Hallowell’s first town meeting, held May 22, 1771, was primarily to elect town officials. Meeting again July 1, voters raised 16 pounds for “schooling” (and 36 pounds for laying out the first roads).

Captain Charles Nash wrote, in his Augusta chapters in Henry Kingsbury’s Kennebec County history, that “the prompt provision for schools attests the loyalty of the settlers to the policy of their Puritan forefathers, who ordained (in 1647) that every town of fifty houses should provide for the instruction of its youth.”

At the 1772 annual meeting, voters defined “schooling and preaching” as necessities, and appropriated 15 pounds for both, Nash said (his sentence makes it impossible to tell whether he meant “both” or “each”).

Where the money came from is unclear; he wrote that 96 “persons who were assessed for taxes” paid almost 14 pounds. His examples suggested the local tax base in 1772 was similar to 2024’s: a merchant was assessed for his stock of goods, a landowner for his real estate.

(North thought it worth mentioning that as early as these 1772 meetings, inhabitants were charged a Massachusetts provincial tax, apportioned according to the value of each householder’s real and personal property.)

In 1773, North wrote, voters at the March annual meeting directed their selectmen to procure two months’ preaching plus as much more as they had money for, and only as much schooling as they had money for. They showed the same priority in 1774, appropriating 20 pounds for preaching, half that amount for schooling.

The Revolutionary War was hard on Hallowell, disrupting civil proceedings (North’s emphasis) and the economy (Nash’s). Many able-bodied men were off fighting, or had been killed or wounded. The currency depreciated drastically; military demands for men, money and supplies were onerous; state taxation increased. And the winter of 1780 was exceptionally long and cold.

In 1776, North said, Hallowell voters held only one town meeting, at which they elected town and county officials – “no money [was] raised for any purpose.” Not until the spring of 1778 did a Hallowell town meeting again raise money for education (and preaching and other necessary purposes).

In 1780, Hallowell voters held 10 meetings, North said. At the annual meeting in March, they raised 200 pounds for education (and the same for preaching), and in May added another 100 pounds.

The next year they repented: North quoted a March 12, 1781, vote saying “That the town if it think proper may raise money for preaching and schooling at some after meeting.” On July 10, voters approved 50 pounds for preaching; if they funded education in 1781, North failed to mention it.

Nash found that Hallowell created eight school districts in 1787, four on each side of the river, and divided 80 pounds equally among them for a year’s expenditures. Each district had its three-man school committee, charged to “provide schooling, and see that the money is prudently laid out.”

The east-side districts ran from the north boundary downriver into what is now the separate town of Chelsea. Three west-side districts ran from the Vassalboro (later Sidney) line downriver to take in present-day Gardiner; the fourth included the area west of those districts.

Nash commented that the districts were created two years before they were legally required. “Thus promptly the founders of the town lined off the yet untamed wilderness into educational preserves, for the benefit of their youth.”

In 1790, North wrote, town meeting voters were feeling so poor they raised no money for preaching; but they appropriated 100 pounds for education (and thrice that amount for roads).

* * * * * *

Hallowell had what Nash labeled “the first incorporated institution of learning in the district of Maine.” Hallowell Academy was chartered by the Massachusetts legislature in 1791 and opened May 5, 1795. (William B. Lapham, who wrote the Hallowell chapter in Kingsbury’s history, said Berwick Academy was chartered on the same day in 1791; an on-line source says the Governor of Massachusetts signed Hallowell Academy’s charter on Aug. 31, 1791.)

The legislature gave the Academy a land grant its 20 trustees could sell – Lapham said the area became Harmony, a Somerset County town northwest of Skowhegan.

The Academy’s first building burned in 1804. A new one opened in 1805, and in 1807 the trustees bought a Paul Revere bell for it, for $78, Nash wrote. This building was succeeded in 1839 by a brick one.

The Academy served area students. After Augusta separated from Hallowell, it had its own post-primary school from to 1804 to 1807 and again after 1836; in the interval, Nash wrote, “the Hallowell Academy, then in its full vigor, offered the youth of Augusta ample facilities for obtaining a good education.”

Lapham said after town high schools began to proliferate, the Academy lost students. It survived through the Civil War, and in 1873 became Hallowell Classical Institute, “a Congregational school and a feeder for Bowdoin College.”

An on-line Hallowell history site dates the Classical Institute to 1872 and says it offered a high school education for both sexes, with boarding and day students, until it closed in June 1888.

Hallowell’s early music composer: Supply Belcher

Supply Belcher

One of Hallowell’s 1787 district school committeemen was Supply Belcher, a man whose name historians of music will recognize as an early composer, choir director, singer, violinist and compiler of books of psalms.

Born in Stoughton, Massachusetts, on March 29, 1751, Belcher served in the Revolutionary War, marching to Cambridge with the Stoughton Minutemen to meet the British on April 19, 1775, and later becoming an army captain

After the war, he opened Belcher’s Tavern, in Canton, Massachusetts, where he hosted local musicians for informal concerts. In 1785, he and his family moved to Hallowell (why? your writer asks in vain); in 1791, they moved to Farmington, where he lived out his life.

Historians agree that he was popular and respected as a musician and as a local civic leader.

Wikipedia says Belcher “apparently led Farmington’s first choir,” which was well reviewed. A local newspaper nicknamed him “The Handel of Maine” after a 1796 concert featuring his Ordination Anthem, which the Wikipedia writer says partly resembled sections of Handel’s famous Messiah.

Another source, however, says, “Handel” was more likely used as a generic term to denote a well-known composer, not necessarily because Belcher’s and Handel’s music were similar.

In Farmington, Belcher taught school; served as selectman in 1796 and 1797, town clerk and tax assessor; was a justice of the peace and a magistrate; and represented the town in the Massachusetts General Court in 1798, 1799, 1801 and 1802.

Belcher married Margaret More in May 1775. One on-line source says they were married for 60 years and had 10 children; Find a Grave lists three sons and three daughters, born between 1780 and 1814.

According to this source, their first son, Samuel, died Oct. 27, 1814, at the age of 34. When they had another son on Dec. 8, 1814, they named him Samuel. The second Samuel lived until May 22, 1886.

Youngest daughter, Eliza, born in 1787, died when she was seven. The inscription on her gravestone reads: “My little mates when you come near / Look at my grave and drop a tear.”

Middle son, Hiram, born in 1790, went to Hallowell Academy, got a law degree and began practicing in Farmington in 1812. He was Farmington’s town clerk from 1814 to 1819, the town’s Maine state representative in 1822, 1829 and 1832 and its state senator in 1838 and 1839. From 1847 to 1849, he served in the U. S. House of Representatives as a member of the Whig party.

Belcher’s first published piece was in 1788; by 1819, he had published more than 70 works, mostly in the typical tunebook of the time that contained works by multiple composers. His only collection of his own works is titled The Harmony of Maine: An Original Composition of Psalm and Hymn Tunes (Boston, 1794). One critic referred to his “original and creative spirit in psalmody.”

Belcher died June 9, 1836, in Farmington. His widow died May 14, 1839.

Main sources

Kingsbury, Henry D., ed., Illustrated History of Kennebec County Maine 1625-1892 (1892)
North, James W., The History of Augusta (1870)

Websites, miscellaneous

EVENTS: Explore China’s transportation history at upcoming presentation

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Railroad owner Carson Peck and his party, on an inspection trip, around 1910 or so, in Windsor. (courtesy of the WW&F Museum)

by Eric W. Austin

The China Historical Society is pleased to invite the public to an engaging presentation on the history of the Wiscasset, Waterville & Farmington (WW&F) narrow gauge railway. This event, featuring local experts Bob Wallace and Phil Dow, from the Albion Historical Society, will take place next Thursday, October 17, at 7 p.m., at the China Baptist Church.

The presentation will offer a unique opportunity to explore the history of the narrow gauge railway that once played a vital role in connecting China to other towns in the region. Wallace will provide an in-depth look at the railway’s development and its significance to local communities, particularly the Weeks Mills station. In addition to the talk, attendees will be treated to a slideshow of historical photographs, offering a glimpse into the past and showcasing the railway’s impact on the area.

The WW&F railway, launched in the 1890s, was an essential transportation route for residents and businesses, ferrying people, produce, and goods between towns from Wiscasset to Windsor.

However, as automobiles and gasoline-powered trucks became more widespread in the mid-20th century, the narrow gauge railway could no longer compete, and it eventually ceased operations. While the tracks are no longer in use, the history of the railway continues to be an important part of the town’s heritage, offering a window into a time when the railroad was the lifeblood of rural Maine.

In addition to the historical insights provided by Bob Wallace, attendees will have the opportunity to see rare, archival photographs that capture the daily workings of the railway, including images of the Weeks Mills station and the railway’s trains.

The event is free and open to the public, although the China Historical Society encourages donations to support its ongoing work in preserving local history, and attendees are invited to consider joining the society as members. Annual membership dues are a modest $10, and these contributions help ensure that important stories like that of the WW&F railway continue to be shared with future generations.

The China Historical Society’s Narrow Gauge Railway Presentation will be held on Thursday, October 17, at 7 p.m., at the China Baptist Church, at the north end of the lake. Whether you’re a history enthusiast or simply curious about the role the railway played in shaping the town’s development, this event promises to be an informative and engaging look into a fascinating chapter in China’s past.

Attend the presentation to meet other members of the community who are passionate about preserving and sharing China’s rich heritage, and for more information about upcoming events, follow the China Historical Society Facebook page.

Around the Kennebec Valley: Education in 18th & 19th centuries

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by Mary Grow

Part 2
Maine Law

(Read Part 1 here.)

Massachusetts residents who moved to Maine brought with them the Massachusetts enthusiasm for education, as noted last week. Alma Pierce Robbins, in her 1971 Vassalboro history, quoted from a report coming, ironically, from an October 1785 Portland convention called to discuss separating Maine from Massachusetts.

The excerpt on education that Robbins chose said: “A general diffusion of the advantages of Education being essential to the preservation of the rights and liberties of the people; to promote this important objective the Legislatures are authorized, and it shall be their duty to require, the several Towns to make suitable provisions, at their own expense, for the support and maintenance of public schools.”

The report further called on legislatures (why the term is plural is not explained) to “encourage and suitably endow” more advanced educational institutions, “academies, colleges and seminaries of learning.”

Or, as Ernest Marriner developed the theme in his 1954 Kennebec Yesterdays, people living in scattered log cabins might not be immediately concerned about a schoolhouse; but the “inherent concern for education which has so long characterized New England people” led them to provide teachers – “[i]tinerant schoolmasters and itinerant preachers, sometimes in the same person” – for their children “even before they incorporated their towns.”

The 1820 Constitution of the new State of Maine recognized the importance of education in Article 8, and provided a minor state role, according to a summary by Richard R. Wescott and Edward O. Schriver in Judd, Churchill and Eastman’s Maine history.

Article 8 is titled Literature. It begins: “A general diffusion of the advantages of education being essential to the preservation of the rights and liberties of the people; to promote this important object, the Legislature are authorised, and it shall be their duty to require, the several towns to make suitable provision, at their own expense, for the support and maintenance of public schools.”

The state had a further duty to support higher education, by encouraging and “occasionally” endowing “academies, colleges, and seminaries of learning.” The legislature could regulate any college it supported financially.

Marriner said the first Maine legislature after separation from Massachusetts, in 1820, passed a law requiring every town, “regardless of size,” to raise 40 cents per resident and distribute the money among the school districts in town. (Massachusetts law, summarized last week, applied only to towns with at least 50 households.)

(Alice Hammond, in her history of Sidney, and Wilmot Brookings Mitchell, in his chapter on education in Louis Hatch’s Maine history, date this law to 1821 – perhaps they were thinking of the year it took effect?)

Forty cents per resident did not raise a lot of money, Marriner commented. In 1825, he wrote (quoting Henry Kingsbury’s Kennebec County history), the state-wide average was $47.75 for each school district. “No wonder a whole year sometimes meant only eight or ten weeks,” he added.

Outside and inside a 19th century schoolhouse.

Hammond said the required minimum amount increased to 75 cents in 1833 and to $1 in 1868, but was reduced to 80 cents in 1872 and so remained for almost a century.

The 1821 law also provided for teacher certification, Mitchell said, with “special stress upon sound moral character.” As in Massachusetts, he wrote, the spelling book and the Bible went together; Maine legislators demanded, in addition to “reading, writing and arithmetic,” “piety and justice, sobriety and regard for truth.”

Mitchell said from the 1820s on, the town and each school district in it shared educational responsibility. Hammond implied that until the 1870s, the district was the main actor.

In Mitchell’s summary, districts, overseen by each district’s agent (or, Marriner said, sometimes a group of agents, a mini-committee, for larger districts), had multiple duties: siting, building and maintaining school buildings, providing supplies, choosing teachers, determining the length of school terms and the age at which the district students could start school.

Marriner leaned toward Hammond’s view that the district was the boss. “In the earlier days [of the 19th century] the districts were completely independent in operation and management,” he wrote.

Marriner said each district’s supervisor remained “responsible to no one except the residents of his district.” His list of district duties and responsibilities added one more to Mitchell’s: deciding “what text books should be used.”

After the 1820 state law, each district no longer had to raise district taxes. Instead, each got its share of the money town voters raised annually (not all towns’ voters consistently felt they could afford to obey the 40-cents-per-resident law).

Each district’s share was based on its population of four- to 21-year-olds. In 1829, Robbins said, state legislators added a requirement to send the state “a census of all persons between the ages of four and twenty-one years.”

Voters also elected a town school committee, not more than three nor more than seven men, Mitchell wrote.

This committee’s duties, he said, were to “examine and certificate the teachers, visit and inspect the schools, inquire into the discipline and proficiency of the pupils, choose the text-books, dismiss incapable teachers when they saw fit, and use their influence and best endeavor to secure good attendance.”

Marriner seemed to consider the town committee an exception. “The complete independence of the school districts, while common along the river, was not universal in the early years of the century,” he wrote.

The example of an exception he gave was Waterville, which he said in 1821 elected a superintending school committee “to which the district supervisors were partially responsible.”

Robbins referred to committees in Vassalboro in 1789, one for the east side of the Kennebec and one for the west side, that recommended to town meeting voters the number and boundaries of districts. She did not say whether these were standing or temporary committees.

By 1820, however, Vassalboro had what Robbins called a School Committee, with five members. She referred to school committee reports at town meetings in the 1820s.

Joyce Butler, in a later chapter in Hatch’s history, commented on the variety of local educational facilities under the district system’s “administrative fragmentation” and concluded, “In most cases schooling involved simple curriculums, imperfectly taught by ill-prepared teachers.”

(Future articles in this series will provide additional contradictory information about who was really in charge of town schools in Kennebec Valley towns in the 19th century.)

On textbooks, Marriner wrote that while the school district determined “what text books should be used,” it did not provide them: each student brought his or her own. Consequently, a teacher might teach a subject to students who were using different textbooks.

In the classroom, Marriner wrote, “There was no grading, and perhaps gifted pupils made faster progress than they do today. Practical economy forced the teacher to group the pupils into instructional classes, usually defined as primer, first reader, second reader, etc.”

In addition to the educational three Rs – reading, ‘riting and ‘rithemetic – Marriner said geography “was taught in every Maine school before 1825.” He offered a summary description of a popular textbook, Malte-Brun School Geography, whose editors, he said, thought the solar system too overwhelming for “the feeble intellect of childhood” and instead expanded from New England towns to the rest of the world. He quoted misinformation the book presented about other countries.

* * * * * *

State aid for education began in 1828, according to Butler. Mitchell said the 1828 law allocated money from sales of specified public lands to a permanent (state) school fund.

Mitchell and Hammond each mentioned an 1833 law setting aside a portion of a state tax on banks for education. They agreed that funding was consistently inadequate and teachers poorly paid.

The first attempt at state coordination Mitchell dated to 1843, an unsuccessful attempt to establish an appointed state “board of school commissioners,” one from each county. In 1846 a board was established; but it was, in Mitchell’s view, much weakened by an 1852 revision (because, he said, the 1846 board was too independent of politicians).

The legislature in 1854 created the position of state superintendent of schools, appointed by the governor and his council. Under a series of competent men, educational administration at the county and state level made progress in the 1860s and 1870s, in Mitchell’s view.

One example he gave, during the superintendency of Warren Johnson, of Topsham, was a late-1860s law setting up a system of county supervisors, empowered to inspect schools and record defects and to advise teachers and school officials. The supervisors and the state superintendent made up a State Board of Education.

The system helped “to eliminate inefficient teachers, to increase attendance, and to lengthen the school year,” Mitchell wrote. Also, he said, “It revealed too many shortcomings to satisfy some of the local school officials, and too many relatives of members of school boards had to step down from the teacher’s desk which they had failed to enoble if not to adorn.”

The legislature abolished the county system in 1873.

Another superintendent whom Mitchell commended was Nelson A. Luce, from Vassalboro. Mitchell said he was appointed Dec. 31, 1878; replaced in May, 1879, “for purely partisan reasons”; reappointed in February, 1880, and served through 1894.

Mitchell called Luce “quiet, tactful…a cogent reasoner and clear writer.” He included a list of reforms legislators approved under his guidance, beginning in 1881 when women were, for the first time, allowed to serve on school boards and as supervisors.

In 1887, new laws made children aged eight to 15 attend school at least 16 weeks a year (Butler said an 1875 law had required 12 weeks for nine- to 15-year-olds), and forbade anyone under 15 from working in a factory, except during school vacation, “unless he had attended school sixteen weeks the previous year.”

An 1885 law required adding to the curriculum “instruction in physiology and hygiene, with special reference to the effects of alcoholic drink.” An 1891 law made all public school teachers spend at least 10 minutes a week “teaching the principles of kindness to birds and other animals.”

An 1889 law required towns to provide textbooks. And in 1894, the legislature approved what Mitchell called Luce’s “most important work:” it abolished the “wasteful, inefficient district system [against which] for years he had argued long and hard.”

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Your writer had little luck finding a history of the Maine Department of Education on line, in either state or national sources. Wikipedia has two sentences; the first is, “From 1854-1913 the Department was mostly a one-person operation,” and the second refers to 1949.

Main sources

Hammond, Alice, History of Sidney Maine 1792-1992 (1992)
Hatch, Louis Clinton, ed., Maine: A History (1919; facsimile, 1974)
Judd, Richard W., Churchill, Edwin A. and Eastman, Joel W., edd., Maine The Pine Tree State from Prehistory to the Present (1995)
Marriner, Ernest, Kennebec Yesterdays (1954)
Robbins, Alma Pierce, History of Vassalborough Maine 1771 1971 n.d. (1971)

Websites, miscellaneous