Ohio History Journal

THE INFANT SCHOOL THAT GREW UP

 

 

By JOSEPHINE E. PHILLIPS

 

 

One hunded years ago the first "child's garden" was opened

by Herr Friedrich Froebel, in the little village of Blankenburg in

Germany. To Froebel belongs much credit for the development

and spread of the kindergarten idea. He saw that the education

of a child should begin much earlier than the customary school

age--six or seven years--and that play should be incorporated in

that education. He declared that "the ability to think and to do,

rather than mere acquisition of knowledge, should be the aim of

the school."

Froebel was admittedly indebted to Johann Heinrich Pesta-

lozzi for many of his ideas, but it is perhaps not generally realized

that while he was working out his plans in Germany a similar

movement of great importance was going on in this country,

traceable also to Pestalozzi. With this movement came the found-

ing of infant schools, which preceded by more than thirty years

the opening of the reputed "first kindergarten in the United

States," that which was established in Watertown, Wisconsin, by

the wife of the famous German refugee, Carl Schurz, in 1856.

So far as is known, only one of these infant schools has had

continued existence to the present day. It is the one started in

1830 by Rev. Luther G. Bingham, the Presbyterian pastor of the

First Congregational Church of Marietta, Ohio. The name is

now Marietta College.

The rapid metamorphosis from Infant School to Institute for

Education, to Institute of Education, to Marietta Collegiate In-

stitute and Western Teachers' Seminary, to Marietta College, in

the brief period of five years is fairly breath-taking. The story

is to be read, not in books or records, but in the advertisements

and other items of the newspapers of the period.

Various historians of the college have liked to link its name

with that of Muskingum Academy, which had its beginnings in

the little settlement of Marietta in 1797, almost as soon as Gen-

eral Anthony Wayne's victory released the pioneers from danger

of Indian attacks. There is, however, no such connection by de-

(59)

• 1
 

60      OHIO ARCHAEOLOGICAL AND HISTORICAL QUARTERLY

 

scent, lineal or lateral. The late Professor Arthur G. Beach, au-

thor of A Pioneer College, a History of Marietta, was not igno-

rant of the facts, but they are somewhat glossed over in his ac-

count of the founding: "Many friends of Marietta have advo-

cated this claim of an earlier date for the College with a view to

adding to its age and honor."

It adds certainly as much to its honor, if not to its age, to

show the roots of Marietta College where they really were;

namely, in the progressive educational movement which was the

basis of the Infant School, a movement which was lost sight of

for a time, but which has emerged in these latter years with real

dynamic.

A general understanding of the ideals of the Infant School

may be obtained from the following quotation from the Journal

of Education, which appeared in American Friend &           Marietta

Gazette in 1829:

The object of infant schools is to effect something for the intellectual

and moral improvement of young children, by methods harmonizing with

the cultivation of health, and the immediate gratification of the propensity

for enjoyment at that early age....

Healthful exercise and play and intervals of rest are judiciously

interspersed with mental occupations and sometimes these are united in a

peculiar form of amusement. The direct instruction by the teacher is

imparted chiefly in conversation, enlivened by question and answer, and

so managed as gently to guide the infant mind to useful thought without

denying it the animating consciousness of its own voluntary action.

The cultivation of good dispositions being the great object of these

schools, every lesson is made as far as possible to subserve this great

point; it is to this end also that so much attention is devoted to the present

happiness of the children. The intellectual instruction given in the infant

schools is carefully adapted to the capacity and circumstances of child-

hood. The teacher makes it his endeavor to render every subject familiar

to his scholars by full and interesting explanations and by appropriate

questions, and in all cases in which it is practicable by resorting to visible

objects or to representations of them.  The memory is charged with

nothing which is not rendered intelligible or applied in some practical way.

Even the elementary tables of arithmetic are learned in useful and pleasing

forms; and not unfrequently the repetition of them is performed along

with some active bodily exercise, to the movements of which they are

recited in measured time.

The result of all these arrangements is, as might naturally be expected,

an overflowing happiness on the part of the children and much gratification

to the teacher. The irksomeness of subjection is lost in cheerful, voluntary

compliance, produced in great measure by sympathy: and the sternness of

control is displaced by the air and manner of affectionate interest.

A predominating spirit of affection becomes visible throughout the

school, and the first steps in education are made to increase rather than

check the pleasures of childhood.

• 2
 

THE INFANT SCHOOL THAT GREW UP                     61

 

Such objectives as these would do credit to the modern kin-

dergarten and nursery school.       Further details of the Infant

School Plan appeared in the Cincinnati Christian Journal during

that year, 1829. The physical requisites were a spacious school

room, a supply of the proper materials for instruction, and teach-

ers who are "active and thinking." Love is stated as the funda-

mental principle of the plan. The habit of observation was to be

especially cultivated. "The common schools, on the contrary,

deaden the faculties of the children by obliging them to commit

to  memory    the observations of others, few        of which    they

comprehend."

Most scrupulous exactness is required in the habits and cleanliness

of the children .... But few books are wanted; it is better to excite them

by external objects. Pictures are preferred to books. The children are

allowed several hours to play, and are provided with playthings that promote

exercise and combine with it as much instruction as possible....

Infant schools have been established and are in successful operation

in most eastern cities from Portland, Maine, to Savannah, Georgia.

One of the most surprising statements regarding these schools

is: "Where no obstacle presents itself, 150 is considered the most

desirable number of pupils for a school--it is better increased than

decreased."

Bingham's first letter concerning the Marietta Infant School

appears in the American Friend & Gazette for April 10, 1830.

Already he had seventy-five pupils.

The terms are two dollars and fifty cents per quarter. Scholars will

be received of any age between three and twelve years. Some even older

than this will be received, if their previous education does not unfit them

for being benefitted here. Also some have been and will continue to be

added, younger than three years, if the health and maturity of the pupil

seem to justify it.

Later announcements give the age limit as "two years old and

upwards."

I am happy to say [the report continues] that the Infant School meets

with the very general approbation of our citizens and has already secured

the confidence of the community in general. If any have doubts I am

fully persuaded that they will vanish with one hour's personal observation

of the operation of the school. The mode of instruction is entirely new;

but not more new than the plan of government which is adopted, and

which is found to be more efficient than any other. All corporeal punish-

ments are excluded.

It is my intention, if ever the school more than pays the expenses

incurred and the salaries of the teachers to whom I am personally respon-

sible, to expend any surplus funds in adding continually to the apparatus

for the benefit of the school.

• 3
 

62      OHIO ARCHAEOLOGICAL AND HISTORICAL QUARTERLY

 

The prospects of the school must have been flattering for by

the following September the school had expanded to four depart-

ments. It was renamed the Institute for Education, and besides

the Infant School contained a Primary School, a High School,

and a Young Ladies' School. There was in addition, a Writing

School "taught in a room fitted up for the purpose as a distinct

branch of instruction."

In the Infant School, as before, the pupils would attend to

spelling, defining, reading, first principles of geography, arith-

metic, etc. "An extensive apparatus has been provided. Parents

are at no cost for the means of instruction, such as books, maps,

charts, spelling cards, natural history, prints, and other means of

illustration."

In the Primary School the parents were obliged to provide

such books, stationery, slates, etc., as were needed. Grammar was

taught in addition to the continuation of the subjects begun in the

Infant School.

The High School was intended to be "equal to the best

Academies and High Schools of the East. For this purpose an

extensive apparatus has been purchased, at an expense of about

$200." This material consisted of one set each of chemical, geo-

metrical, astronomical, and philosophical apparatus--including the

air pump--and one set of

large and elegant Maps, the most recent and complete that have been

offered to the public, and exhibiting the entire surface of the Earth. The

map of the United States is the most valuable that has ever been published,

and exhibits all the recent surveys, rail roads, canals and internal improve-

ments, together with views of seven of our largest cities and maps of

their environs, and many items of information.

All this apparatus was to be for the use of the Young Ladies'

School, also. "All experiments will be performed before the two

schools combined, but in all other respects their institution will

be entirely distinct, and they will occupy apartments which have

no necessary connexion with each other."

A witness to an examination in the Infant School furnished

the following testimony:

The School readily answered questions respecting some articles which

they had not before seen, and told the origin of the several parts, whether

it was animal, vegetable, or mineral. In Chronology, they gave the general

divisions of time, the periods, principal events, and dates. In Astronomy,

they gave the names of the primary and secondary planets their distance

from the sun, magnitude, times of revolving, etc. These things were

explained to them by means of a simple orrery. It was truly gratifying

to see these children in their ready answers, manifest so much knowledge

• 4
 

THE INFANT SCHOOL THAT CREW UP                    63

 

on these subjects. But it was in Geometry that their answers most struck

me with surprise. They defined the terms and applied them to triangles,

circles, arcs, chords, cubes, cones, pyramids etc. with astounding readiness.

I am confident that these children had acquired a greater amount of

knowledge in one quarter than is usually acquired in common schools in

twice or thrice that time. Do any ask how this can be done? Let them

come and see the means.... They will find that children here learn things,

and not names merely, ... they will also find a system of government which

is suited to produce the happiest results. It is strictly parental and free

from all corporeal punishments. Good order is maintained, and not by

severe appeals to the bodily senses, but by bringing the motives to right

conduct to bear on the child's sense of what is proper and right.

Bingham by this time had asked permission to erect a build-

ing on the rear of the church lot, for the housing of his Infant

School. The request was not granted, for certain reasons of ex-

pediency, but the Church Society passed a resolution approving

the school. Another suitable location was found, and on Feb-

ruary 28, 1831, the following letter signed by "A Stranger" was

directed to the editor of the American Friend & Gazette:

DEAR SIR: I lately received a polite invitation to attend the examina-

tion of the various departments of instruction in the "Institutes of Educa-

tion" in this town--and really the exercises were conducted in such a

manner that the highest honor and credit are due both to the enterprising

and indefatigable instructors, and also to the interesting pupils committed

to their charge.

My first visit was to the Infant and Primary School. The children

(some apparently not more than 4 years old) answered questions that have

puzzled many an aged mind. They drew maps, read, sung, and in short

performed the whole of their duty with surprizing accuracy and facility.

The High School next attracted my notice; and here the pupils

reflected highest credit on the active exertions of Dr. Brown. They seemed

to possess a perfect knowledge of the various branches taught there.

But the most interesting department was the Young Ladies' School.

Here not one fault could be detected in the most minute points--and I

was a witness to the strictness and inpartiality with which a rigid and

close examination was conducted. Geography, Philosophy, Grammar, Com-

position, &c. were all brought before our notice, and were convincing

proofs of the utility of this excellent institution. The writing of the young

ladies was exhibited and reflects great credit on the exertions of the in-

structor thereof.

Now, Mr. Editor, do not imagine that I say this, blinded either by

partiality or self-interest. No, sir, I am a stranger about to leave town,

and I cannot do otherwise than express my sincere feelings . . . and in my

opinion, the thanks of the parents and friends of the scholars are indeed

due to the Principal for the liberality with which he has endowed the

establishment with excellent apparatus.

In this same issue of the American Friend &      Gazette there

appears an advertisement of the Institute of Education which in-

• 5
 

64      OHIO ARCHAEOLOGICAL AND HISTORICAL QUARTERLY

 

cludes the notice that "Fuel, cleaning of Rooms, &c., are at the

expense of the pupils." And a further innovation:

There is a system of exercises, called Calisthenics, suited to promote

health, graceful motion, and agreeable manners, taught in the best Ladies'

Schools at the East, and which are considered very important in physical

education, which Miss Spaulding proposes to teach to such of her pupils

as may desire it, for the extra charge of one dollar--only one-third of the

charge at Ipswich.

There were now thirty-six pupils from out of town, and

Bingham announced that several more families were willing to

open their homes to receive pupils as boarders. The weekly

charge for the youngest children was seventy-five cents. This

was increased to as much as a dollar and twenty-five cents, de-

pending on the "maturity and habits" of the boarder.

The apparatus was described more completely:

Geographical--large and elegant maps, and seven Globes, large and

small.

Geometrical--Diagrams, Solids, &c.

Philosophical--All the Mechanical Powers, Hydrostatic Bellows, Air

Pump, Forcing Pump, Condenser, Apparatus for showing the Philosophy

of Steam Power, Apparatus for showing the mechanical proportion of

Fluids, Microscopes, &c.

Chemical--Pneumatic Cistern, Compound Blowpipe, Pyrometer, Flex-

ible and Glass Tubes, Iron Cylinders, Flasks, Retorts, Gasometers, &c. &c.

Astronomical--Orrery, Tide Dial, Instruments for showing the causes

of Eclipses, and change of seasons, Celestial Globes, Diagrams, Telescopes,

&c. A London Telescope has just been received at the cost of $100, which

is a highly finished and elegant article.

For the benefit of those who might be interested in the work

of the summer quarter, 1831, the founder and head of this In-

stitute of Education described in detail the aim, scope and

methods:

In many of its features this is unlike any other Literary Institution

in the Western Country. Its plan is broad. It is founded for the benefit

of the whole community, and it proposes its advantages to the acceptance

of all. Here parents in the West generally may send their children for

acquiring an education during any length of time they please. Whoever

examines our plan will see that the Institute takes the child in his infancy

and carries him through every stage of study up to manhood, till he is

fitted to enter upon the business and pursuits of life ....

It has been our earnest wish and design to bring the advantages of the

Institute as much within the reach of the poor as the rich, so that all classes

may be partakers in its benefits. We have adopted measures to effect this

most desirable object. These arrangements we wish to make known to the

public under several particulars.

• 6
 

THE INFANT SCHOOL THAT GREW UP                    65

 

PRICES OF TUITION

These have been put as low as can possibly be afforded, and we intend

that the tuition and advantages shall be richly worth what is charged. For

Ladies the prices have been reduced, while for the Young Men they have

been raised. In the other Departments they stand as they were--the tuition

and contingent expenses being added together. These charges are lower than

in any similar institution in the land. In other towns around us $5.00 and

$6.00 are charged, where there is only one teacher and no apparatus. Here

we have at least $500 worth of apparatus and seven Teachers, who devote

their whole time to giving instruction, and who must live by their labor.

Besides, Lectures which are expensive will be statedly delivered. To any re-

flecting mind it will be evident that these charges cannot be less.

But to any indigent student we will remit a part or the whole of the

tuition, as the case may be. We have done this, and shall continue this

course.

If any enter either of the higher Departments, in order to qualify

themselves to become teachers, and are unable to pay their tuition, we will

wait upon them until they have had an opportunity to earn it.

BOOKS

We shall keep on sale such books as are used in the studies of the

several departments, which we will dispose of at a small advance upon the

wholesale price, so as to diminish as much as possible this part of the ex-

penses of the scholars. We have no man's interest to consult in the text

books which we adopt. We feel bound to our patrons to select the best. To

this end we hold correspondence with some of the most distinguished Teach-

ers in the East, and thus have the judgment of others, as well as our own,

upon the merits of different authors.

LOANING LIBRARY

This is composed of such books as are used in the higher departments.

And the object, in establishing it, is to loan books on a small charge for the

use of them, to those who feel unable to purchase. To those who wish to

make use of the Library, the expense for books will be a mere trifle. In

cases of great indigence, we will give the use of books without any charge.

 

TEACHERS' DEPARTMENT

The demand for well qualified teachers has induced us to found a

Teachers' Department. ... To those who will take a thorough and full

course, every encouragement will be given. We believe that this will be an

important department, and that numbers will enter it with this field of use-

fulness in view.

MANUAL LABOR

We wish as much as possible to encourage young men, who resort

here for the purposes of education, to spend a portion of each day in some

kind of manual labor. This will enable them to pursue their studies with

more health, vigor and success. Those who desire it may defray a part, or

even the whole of their expenses. A few here are now doing this . ...

We are now engaged in fitting up rooms in the basement story of the Insti-

tute, to give to all who desire it an opportunity to engage in some kind of

mechanical labor at stated hours each day, and the proceeds of their labor

they can apply to what purposes they see proper.... There are opportunities

for those who prefer it, to engage in agricultural and horticultural labor

• 7
 

66      OHIO ARCHAEOLOGICAL AND HISTORICAL QUARTERLY

 

in some of the families in the town. . . . Thus the Young Men's Department

will be to many a Self Supporting School, and a liberal education will be

within the reach of every young man who possesses health enough to

labor.

The Young Men's Department was receiving particular at-

tention at this time. Here

youth may resort to qualify themselves for any pursuit in life. Here they

may attend to those branches of study which shall fit them to occupy with

more intelligence and respectability the work-shop, the counting-room, and

the field. They may here qualify themselves for the study of either of the

professions, or prepare for College, or for an advanced standing in College.

Or they may pursue what is termed a modern course of study, and make

themselves masters of living languages, instead of those which are obsolete.

A modern course of study will be laid down for those who wish to enter

upon it, similar to that which has been adopted in Amherst College.

The young men soon formed a Manual Labor Association, to

expedite their work and business transactions. Labor was to be

from five to seven o'clock each afternoon. There was a fine of

6 1/2 cents for tardiness and 12 1/2 cents for unexcused absence.

Tools could not be taken from the workshop; they could be

ground only with the permission of Prudential Committee, or Su-

perintendent, and failure to put them back in the places assigned

called forth a fine of three cents. At the end of each day and

week record was kept by a "steward," of the work done by each

pupil, and at the end of the quarter, after expenses were all paid,

a dividend was declared, each man receiving according to his

deserts.

When the winter quarter began, December, 1831, two new

subjects were introduced: Drawing, and Music, with lessons for

performing on the "Piannoforte and Organ." The Teachers' De-

partment was enlarged at this time, also, for requests for Com-

mon School Teachers had come to the Institute from districts as

much as sixty miles distant. The instruction was being speeded

up, with special lectures, that some of the pupils might be pre-

pared to go out and teach by the following summer or fall.

Boarding   quarters were becoming      inadequate.   Bingham

stated: "We want at this moment two large additional Boarding

Houses, capable of accommodating from 20 to 30 students each."

He also believed, that

no place in the Western Country holds out greater inducements to persons

abroad, who may desire to remove to a place favorable for the education of

their children, than Marietta. It is a delightful place of residence on ac-

count of its good health, pleasant situation, and character and manners of

its inhabitants, as well as the intellectual advantages which it affords. It

• 8
 

THE INFANT SCHOOL THAT GREW UP                   67

 

would be a delightful retreat for persons and families from the South to

spend the summer months.

It seems possible that problems of discipline were arising, for

a group of rules is made public, including the following:

No scholar might be absent from his or her boarding-house

on any evening, after the ringing of the study-bell, without the

permission of a teacher. It was expected that some one of the

teachers would always be present at the social visits of the

students. No profane or indecent language might be used by any

scholar. Every scholar was expected to attend the ordinary ex-

ercises of the sanctuary on the Sabbath. Every scholar was re-

quired honestly to report daily two and a half hours of study out

of school. It was the duty of every scholar who knew of any-

thing detrimental to the interests of the school--or of a scholar

disobeying any rule without acknowledging it--to make known

the facts to some one of the teachers.

A plan called "The Budget" was instituted "to remove the

restraints and embarrassments under which young writers labor,

and to open the way for practical mutual improvement." The

Budget was a box in the schoolroom, into which might be dropped

original "pieces" without the author's name.

Twice a week the Budget is opened and its contents read. All subjects

relating to self-government, decision of character, public spirit, generosity,

amusements, hints, monitions and the different ways of improving the mind,

heart and manners, are here discussed. Through it also are discussed an

almost endless variety of questions relating to the sciences and numerous

other subjects. All the evils in school--all attempts of the scholars to evade

the spirit of the rules, bad habits, besetting sins, and in short almost every-

thing which affects the interests of the scholars are here noticed. The

Budget serves as a mirror to reflect all the feelings and actions of the

scholars. "Budget Days" are hailed by the scholars with inexpressible

delight.

In March, 1832, barely two years after the founding of the

Infant School, the need for more room became acute. Bingham

and Mansfield French--one of the instructors who had become

joint owner of the Institute--planned for a new building, to be

seventy-five feet in length, forty feet in width, and three stories

high. Their funds were sufficient for beginning this building but

they did not have enough to complete and equip it. However, the

Institute had become a community asset and they thought it might

be possible to arouse community interest. A meeting was called,

therefore, in order that all public-spirited citizens might "con-

sult in regard to some propositions which will be laid before

them."

• 9
 

68     OHIO ARCHAEOLOGICAL AND HISTORICAL QUARTERLY

 

The propositions met with immediate favorable response. A

Board of Trustees was appointed and plans made for financing

the erection of the new building, and the purchase of the Institute

itself from Bingham and French. These men, however, remained

in charge for some time, Bingham remaining a trustee until sev-

eral years after he left Marietta in 1837.

The Marietta Collegiate Institute and Western Teachers'

Seminary was chartered by the General Assembly of Ohio in De-

cember, 1832. Its first catalogue had already been issued, de-

scribing a Female Department, Teachers' Department, Collegiate

Department and Preparatory Department. The latter was now of

academy grade. The Infant School seems to have vanished. It

was not that it had died, however, so much as it was that it had

grown up. Its great-grandchild was Marietta College, so named

in a revised charter granted February fourteenth, 1835.

• 10