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University of Massachusetts Amherst ScholarWorks@UMass Amherst Masters Theses 1911 - February 2014 1934 The influence of the academy in Western Massachusetts Leon Monroe Orcutt University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/theses Orcutt, Leon Monroe, "The influence of the academy in Western Massachusetts" (1934). Masters Theses 1911 - February 2014. 1851. Retrieved from https://scholarworks.umass.edu/theses/1851 This thesis is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Masters Theses 1911 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. UMASS/ AMHERST MASSACHUSETTS STATE COLLEGE /1\ DATE DUE UNIV. OF MASSACHUSETTS/AMHERST LIBRARY; LD 3234 M268 1934 0644 THE INFLUENCE OF THE ACADEMY IN WESTERN MASSACHUSETTS by LEON MONROE ORCUTT THESIS Submitted in partial fulfillment of the requirements for the Master of Science Degree in the graduate school of the Massachusetts State College. Amherst, Massachusetts 1934. ACOOWLfcDGMhNT Acknowledgments are due to all of the faculty of the Massachusetts otate College with whom I have come In con- tact as a graduate student and especially to Professor i« S. Welles under whose direction and supervision this study was carried on. Acknowledgments are also due to the principals of the schools of which a study has "been made and to the librari- ans of the various towns who have been of valuable assistance in the way of guidance in the gathering of data for the com- pletion of this work. \ TABLE OF CONTENTS CHAPTER I Introduction page | CHAPTER ; II Academies in Western Massachusetts ' 18 CHAPTER III Amherst Academy n 27 CHAPTER IV Deerfield Academy « 4q CHAPTER V Hopkins Academy u 53 CHAPTER VI New Salem Academy n qj CHAPTER VII Sanderson Academy ** n 84 CHAPTER VIII—Smith Academy n 100 CHAPTER IX Westfield Academy " 109 CHAPTER X VSilbraham Academy lfcl CHAPTER XI Willis ton Academy 131 CHAPTER XII The Influence of the Academy and its place in the Social >>orld—-Summary— 145 CHAPTER I *******iKTK0rUCTI0N***-JHf** INTRODUCTION It appears that the name Academy should be accredited to the Greeks. According to the story Milti- ados at one time owned a certain piece of land which later fell into the hands of Cimon who developed it to quite a large degree in the way of planting shrubbery, lend re ping it, etc. This soon bee me known as the Academy and later became a meeting place for Plato and his pupils who devel- oped it into a pl-ce of learning. Italy made a Big use of the name at a later date. Academics l&tet oecame known as those institu- tions of learning which were developed by the none on f or- bing churches. In Rngland, the beginning of this movement is connected with the humanistic realism. of Milton who styled the institution described in his Tracate an Academy With the downfall of the Puritan protectorate and the res- toration of the Stuart Monarchy, the dissenting clergymen, about two thousand in number, were expelled from their parishes. This happened in the year look. Shortly after this the dissenters were excluded from the public schools and the Universities. This gave a teaching staff and a constituency to a new type of educational institution which had for a time but an indefinite organization and what slight be termed an unsubstantial existence, out which, after the toleration act of 1689, became a definite part of the English educational scheme. Though these as well us other educational institutions of England, had only an ecclesiastic-el and priv. te support, they continued to perform an ever widening function In the education;;! s life of the people until with the disappearance of relig- ious disabilities, they became a type of what might be called secondary schools during the early nineteenth century. The founders of these institutions of the seven- teenth and eighteenth centuries had little if any sympathy with the narrow, restricted, and bigoted education that pro- duced illiberal persecutors. The new institutions, therefore, provided a much brooder training through a curriculum that included many of the new "real" studies. Preparation for the Ministry was yet the prominent, though by no means, the exclusive purpose of these schools. The classical langua- ges, therefore, formed a prominent if nut a basal p*rt of the course of study. To these were added a variety of subjects which varied with the institution. The study of English was given especial emphasis and instruction in all the subjects came to be given in that tongue. The influence of the writ- ings of John Locke on education served to further the in- terest in the new educational tendency. His "Thoughts on Education" became a handbook or a charter of the academies. It may safely be said that the deeply religious character of Locke and the fact that, though a churchman, he was an earnest advocate of a large toleration, commend- ed him to the men concerned with the building up of acad- emiesj and the wide intellectual hospitality which he dis- played and his success in enl rging the ra&ge of human thought on knowledge appealed to academy men on the sice of their intellectual tastes. In America with the growth of the ^inor dissenting 3 bodies in the American Colonies a similar institution grew up. It was, however, >aore rudiment ary in character until about the middle of the eighteenth century. These bodies were especially strong in the middle colonies, ?ind it was there that this new institution found a home. In Ne* Eng- land the Latin Grammar Schools, from no apparent theoret- ical reason, began to Bake provision for the practical economic intercuts of the people. In Burst of the seaport to*ns of all the colonies, branches of practical mathemat- ics which inciuded surveying and navigation were intro- duced even in the sevente...at.i century. It was not until the eighteenth century, however, tnat typie .1 *rsal»school" was introduced and the term "Ac;: demy" used. This »a.- the Academy and Charitable School of Pennsylvania", later the % University of Pea isylvania. As early as 1743, Benjamin ?ran.-clin had sketched a plan for the establishment of an academy. out the times were not favor ole and Franklin was a man who could wait. Six years later the outlook Has better so he lost no time in publishing his "Proposals Relating to the Education of Xouta in Pennsylvania. 8 "The good education of yjuth, u it r./aa, "has been esteemed by wise men of all ages as the surest foundation of the hao 'incss both of private families and of 3 commonwealths." Sfan decline of learning in tne colonies was deplored. Many of the fathers had been well educated in Europe; but "the present race are not thought to be generally of equal ability; for, though the American youth are allowed not to want Opacity, yet the best c pacitics rt aire cul- tivation." It was accordingly proposed that so,ue gentlemen of leisure and public spirit should secure a charter auth- orizing them to erect an academy. These trustees should tcuse a personal interest in the school, and should under- take in practical ways to promote the welf ; re of its stu- dents when they should go forth to the duties of active life, e^ltow In tills proposal it was further suggested that building should & be provided in a healthful situation with garden, orchard, meadow, and field; and in connection there- with there should be a library. Philosophical apparatus and other appliances were also proposed. There should be a rector and the necessary number of tutors under him. Pro- vision should be made for boarders. Ana in addition, sports such as running, leaping, wrestling and swimming were recom- mended for the physical good of the students. "As to their studies, it would be well if they could be taught everything that is useful, and everything that is ornamental. But art is long and time is short. It is therefore proposed, that they learn those things that are likely to be most useful and most ornoument-al ; regard being had to the several professions for which they are int-ndc-d." All were to be taught penmanship, drawing (i*ith perspective), arithmetic (with accounts, anc first prin- ciples of geometry and astronomy) , and the KnglUh lan- guage (grammar, oral reading, and composition). The gnt- est stress was laid upon studies in English. Authors of the late seventeenth and the early eighteenth centuries were 5 recommended for study; but readings in history were still more strongly emphasized anc were made to constitute the vital center of tne whole plan of instruction. "If history be made a constant part of their reading, may not almost all kinds of useful knowledge be that way introduced to advantage?" Such subjects as geography, chronology, an- cient customs, oratory, civil government, logic, languages, as well as morality and religion, were, to find their first entrance into the attention and interest of the students through the channel of history. The proposals continued that there should also be readings in natural history, and should be accompanied by practical eace.rcis- :s in agriculture and horticulture. It was also stated that commerce, industry and mechanics would be entertaining and useful studies lor all. ftith these studies the acaaemy should cultivate "that benignty of mind which is the foundation of v-hat is called good breeding," and should impress on the sines of the youth the idea of what constitutes true merit, v.hich is "an inclination, joined with an ability, to serve mankind, one's country, friends and family." It is agreed tnat true learning gives or increases' the ability to perform such service.

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