DOCSLIB.ORG

Michael Schall Born 1739 - Died 1830

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Michael Schall Born 1739 - Died 1830 THE SCHALL FAMILY IN AMERICA A HISTORY OF THE DESCENDANTS OF MICHAEL SCHALL BORN 1739 - DIED 1830 By MARGARET SCHALL HOTHAM SALTSBURG. PENNSYLVANIA Henry Hall, Inc.. Indiana. Pa. COPYRIGHT, 1938 BY Margaret Schall Hotham · To my Hus6aiul DR. H. DeV. HOTHAM u,itlwut UJhose sympathy and counsel this uJo'f:lc uJould lcu:lc inspU'ation PREFACE · In gleaning data for membership in the National Society Daughters of the American Revolution, I soon found myself lost in meditation. Heretofore, I had not considered that it was to the heroes of our first major war that we owed this great and glorious America of today. Listening to the echoes from the past, I felt my mind 8:lld spirit mingling with those of long ago. I began to appreciate the description of the past which keeps fresh in memory the illustrious deeds of our fore­ fathers. The longer I re_ad and searched the more deeply interested I became. As month followed month the subjects presented became better known and understood. Each chapter contained a message. teeming with inspiration and instruction. Then when I learned of faroi1y ties scattered in all four corners of the United States a desire was born to preserve for future generations the history of the Schall family in America. One motive for this desire was to save from· oblivion the facts of the last hundred years now obtainable, and to stimulate inter­ est in preserving ··family records. Careful preservation of present and future records on blanks herein provided will help each and every family to co-operate more ably in the work just begun. It will give us a Qroader view and enable us to obtain proper relations between the past and present and make for each_ family an i~dividual family history. A reasonable effort has been made to collect all material from the. most reliable sources--offi.cial records in the War Department at Washington, D. C., and in the State Library in Harrisburg, were carefully examined by officials in charge; Professional Genealogists were consulted-Wills and deeds in various Court Houses were gone over-Church records and epitaphs from grave markers were translated, family Bibles, manuscripts, newspaper files, etc., have been checked and re­ checked for correct dates and locations. By the word "History" I mean not only an account of civil and military affairs of our people, but a narrative of such individual acts as have been saved from the all-devouring tooth . of Time, a description of their cabins, and their furniture, their meeting-houses and graveyards, of their apparel and personal appearances, of their housewarmings, their mode of travel, transportation, etc. The collected material has been systematized and indexed and arranged that the historical and biographical matter may be presented in some chronological order, to the end that a clearer idea may be had of affairs as they follow each other . and to make it easy· of reference. In preparing to pass this_ book on to the members of the family, I experience the joy of relationship to a family whose founders were men and women of sterling integrity, whose ideals were elevating, whose objects were progressive and whose christian and patriotic character willed to us a heritage teeming with reverential confidence. August 1, 1938 Margaret Schall Hotham CONTENTS Page Chapter I Notable Figure of His Era -···-·-····--·········-····· 9 Chapter II German Ancestry ·········································-·-····-·-····· 13 Chapter m Nicholas Schall ········-····-··········-····-·-····-·-····-·--··-·-····· 16 Chapter IV Michael Schall on the •Homestead ··-···-·· 23 Chapter V America .Driven to Revolt ·····-····-·-··--····--··· 25 Chapter VI Michael Schall in the Revolutionary War 29 Chapter VII The American _Migration ··-·······--··-·-····-·-···-·· 38 Chapter VIII Descendants of Michael Schall, Jr. -···-··-···~ . 47 Chapter IX Descendants of John Schall ········-····-·---···-····· 94 Chapter· X Descendants of George S~all ·····-·-·-~-···--·-.··. 104 Chapter XI Descendants of Elizabeth Schall Rupert_ _; 1~4 Chapter XII Descendants. of Andrew Schall; -··-~··-·-····. 128 Chapter XIII James Schall and Susanna Schall. .Beck·--···~_.. 149. Chapter XIV Lineage Records ·····-····-· · · ··-·-.:~.:~-·~-·····. .· ·.. 150 ·· ·.•·. Chapter xv Schall Memorial -·-·-~···-·-····-·-· ...·-·~·~~~~·::~- ·15a Our Pioneer ·····-·-····-·-···-·-····--···-·-···-·-·-·--- 153 Chapter XVI St. Michael's Church ..... -····--··---·- 155 Old Church Register ·····-····-·-····-·-···-·-···----····· 156 Schaeffer Cemetery -···-·-····-······-·-·······-····---····- 158 Sundial Monument ··-·······-····-·-····-·-···---······--·-··· 159 Chapter XVII Early Industry_ of Crooked Creek Settlement Cochran's Mills ·--····-·-·······--···-·-··-····-·············-·-··-· 160 Beck's Powder Mills ··············-·······--·········-····-·-··- 161 Textile Mill ········-·······-·······-····-·-······---··--···-···-· 161 Early Plow Industry ... ;·-····-·······--···-·-·······---·········· 162 Crooked Creek Salt Works ··············-·-····-·-····-·· 162 Labor Situation ............................................................... 162 ILLUSTRATIONS Dedication of Schall Memorial ............................................. Frontispiece Jacob Shaul ········-···········································--······························-·············-·······--···· 116 George Schall ··-···-·······-····-·-····--·····-·······························-·······-················-····-····· 127 Sundial Monument ·····-·-····-·-·······-····-····-····-····-·-····-·-·······-····-····-·-····-····· 159 DEDICATION OF THE SCHALL MEMORIAL CHAPTER I NOTABLE FIGURE OF HIS ERA A Historical period is always represented by an outstand­ ing and upright heroic figure. Issues and ideas are made :flesh and dwell among men. It is only when a noble idea is incarnated in a great man that it can be truly interpreted. Change was the order of the day in Europe's seventeenth_ ·and eighteenth century epic--change by religious laws, change · by dynami~ forces let loose, change by war, and change by the events following war. America was new-unorganized, uncultivated, and vast portions inhabited only by savage tribes and wild beasts. · The period in which Michael Schall came to America marked the breaking up of an old system and the ushering in of a new era for him. Ancient customs .were dis­ carded. The fatherland was soon forgotten. New hopes ap­ peared as he became a heroic pioneer figure. He had entered a new world. He had taken the oath of allegiance to an adopt­ ed country, and rid himself of the shackles of the fatherland. He was emancipated from all prejudices·and desired only to live in peace with his family. With no premonitions of the grave issu~ ahead, he gravely, seriously and bravely, never hesitatingly, led the way into the wilderness of a new world. - His was a voice crying "Freedom and Liberty." This peaceful resolution was as apparent in the days preceding his emigration as in the years of his pioneer struggle. It was felt also in the . time of the American Revolution and in· the stress and uncertainty which made the after-the-war challenge almost as difficult to meet as that overseas. No statical men could have fitted into the period of 175£- 1800. It called for men inured to hardships and danger, thE processes which turned out great men for great occasions Never did the extremities of a race call for a man when Goe did not provide the man. That man may have came out oj favorable surroundings such as produced Washington, or hE 10 THE SCHALL FAMILY IN AMERICA may have came out of the rude pioneer cabin such as furnished Michael Schall, both vital geniuses · who presently emerged upon the great stage of the Nation's history. The former a natural leader of men, the later inevitably one central figure of the formers success. The resources of God in Nature are no greater than His leadings which cause the man and the occa­ sion to meet. Nature pays no tribute to aristocracy, subscribes to no creed or castle, renders fealty to no monarch or master of any name or kind. Genius is no snob.- ~t does not seek by prefer­ ence the high circles of society and title. It affects humble company as well as great. It pays no special tribute to learned societies or conventional standards of greatness, but serenely chooses its own comrades, its own haunts, and its own life of adventure and training. When the fate of the colonies hung in the balance, a race between British subjects and independent colonists, the race was won by men whose wisdom and zeal enabled the United States to bring the war to a victorious close. It was· the wistful yearning of those_ burden-bearers that steeled their hearts to carry high the Covenant which became the hope of their new world. It is because of the crowning achievement of his era that Michael Schall will live as a heroic figure in the memory and gratitude of his descendants all down the annals of time. He was born in the Palatinate of the Rhine, Ger­ many, in 1739. Rh-ein-Pfalz or Palatinate of the Rhine was situated on both sides of the picturesque river Rhine. For more than a thousand years, reaching far back into the earliest times of the Romans and Gauls, the Rhine country has been a beaten battle-field. Probaby no region on the globe has wit­ nessed as many conflicts as the country along the Upper Rhine. It was there that the Romans struggled for more than five centuries to subdue the German tribes, only to leave them unconquered at the end of that time. No _matter what na­ tions were engaged in war the scene
Load more

Recommended publications
  • Allderdice 2409 Shady Avenue Pittsburgh, PA 15217 412-422-4851 • Go Through Oakmont And/Or Verona to Washington Boulevard •
    Allderdice 2409 Shady Avenue Pittsburgh, PA 15217 412-422-4851 • Go through Oakmont and/or Verona to Washington Boulevard • Right turn onto Washington Boulevard • Follow onto 5 th Avenue at Penn Avenue • Left onto Shady Avenue at Pittsburgh Center for the ARTS • Turn left onto Forward Avenue • Turn left onto Beechwood Avenue • Turn right onto English Lane • Follow to parking lot – field at top of stairs Apollo-Ridge 1825 State Route 56 Spring Church, PA 15685 724-478-6000 – 724-478-9775 (Fax) From Route 28: • Get of 366 Tarentum Bridge • Cross the bridge following 366 • Take Route 56 East towards Leechburg • Follow Route 56 East through Vandergrift • Cross Vandergrift Bridge, follow Route 56 East into Apollo (after crossing the bridge, turn right) • Turn left at light in Apollo, football stadium is ½ mile on the left Aquinas Academy 2308 West Hardies Road Gibsonia, PA 15044 724-444-0722 Aquinas Academy (Dolan Field) From Turnpike Exit 39: • Exit I-76, Pennsylvania Turnpike via ramp at Exit 30 PA 8 to Pittsburgh/Butler • Keep right at the fork in the ramp • Bear right on PA-8, William Flynn Hwy and go north for 500 feet staying in the left lane (there will be alight and a BP station on your left) • Turn left at the light onto West Hardies Road and go west for 2.0 miles (the school will be on your left just past St. Catherine of Sweden Church • The field is behind the school Avonworth 304 Josephs Lane Pittsburgh, PA 15237 412-847-0942 / 412-366-7603 (Fax) High School Gym – Girls’ JV & Varsity Volleyball Middle School Gym – 7/8th Grade Girls’ Basketball Lenzner Field – Varsity, JV, 7/8 th Football; Varsity, JV Girls’ & Boys’ Soccer High School Field (behind building) – 7/8 Soccer, Boys & Girls Ohio Township Community Park – Varsity Cross Country High School Gym, Middle School Gym, Lenzner Field and High School Field From the North: Take 79 South to 279S exiting at the Camp Horne Road Exit.
    [Show full text]
  • Sixteen Classes Involved in More Structure-Oriented
    AN ABSTRACT OF THE THESIS OF SISTER CORINNE CLAY for the degree of DOCTOR OF PHILOSPHY inSCIENCE EDUCATION presented onDecember 15, 1975 Title: A STUDY OF THE EFFECT OF TWO PROGRAMS IN HIGH SCHOOL BIOLOGY UPON CRITICAL THINKING ABILITY, SPECIFIC AFFECTIVE BEHAVIORS, AND ATTITUDES TOWARD EDUCATION Abstract approved by:eSignature redacted forpnvacy._. Thoma's P.Evans The purpose of this study was to investigate several hypotheses concerning specific demonstrable attitudes toward education, critical thinking ability, and affective behaviors as these were manifested by students in the BSCS environmental module, Investigating Your Environment (lYE), and in more structure-oriented biology classes. Participants in the study were students in 32 high school classes throughout the United StatesSixteen classes were randomly assigned to the lYE module, which constituted one factor of the treatment groups (T1).Sixteen classes involved in more structure-oriented biology classes taught by the same teachers were randomly assigned to the second treatment.The second factor consisted of two levels, with T2 constituting the classes using one of the BSCS Biological Science versions, and T3 constituting the classes using Modern Biology by Otto and Towle. A total of 355 students were in the lYE program, and 375 students were in one of the more structure-oriented biology programs. The criterion instruments used were the Attitudes Toward Edu- cation Survey (ATES), the Cornell Critical Thinking. Test (CCTT), Level X, and the Biology Students Behavioral Inventory (BSBI), Form C. Students in the lYE program worked for nine weeks on indepen- dent research investigations of their own choosing, based upon what they identified as important to them at the time.Students in the more structured biology programs continued their stu.dies with no change in the instructional mode.
    [Show full text]
  • PAGE 1-Uniforms-Dinkins-RG
    Vol.11 No.2 February/March 2006 Laurel High SchoolLaurel, MD 25 cents LHS Considers Adopting Uniform Policy for Next Year Overwhelming Favorable Vote by Faculty and Community Meeting Set Uniform Initiative in Motion and Northwestern – uniforms are al- it’s because ninth graders see it as an ies have shown that kids with high self- forms, but how do the teachers feel? By Amber Simmons ready a part of their high school expe- attack on individuality; twelfth graders esteem perform better in school. By “[Uniforms] would cut down on a lot rience. These schools are the only four see that after four years it can help,” eliminating a reason to feel self-con- of unnecessary priorities. Students may Laurel High School is currently tak- of the more than twenty high schools explains Laurel High Principal scious, uniforms can help improve be able to better focus on what they ing steps in the direction of having a which have adopted a uniform policy. DwayneJones. children’s self-confidence and may lead should: academics,” states LHS English uniform policy in place for the upcom- The question of whether a uniform Many students prefer to wear name- to greater class participation. Instructor C. Jackson. ing school year. Although it is not defi- policy would be adopted at Laurel has brand clothing to school, which is an With uniforms, it would be more diffi- Will LHS students be required to wear nite at time of publication, several been a hot one for awhile. The fact idea that is recognized by the cult for students to leave school once uniforms? If so, when? “If I have my events have occurred which indicate the that some local elementary and middle Williamson-Dickie Manufacturing they get off of the school bus because way, it will be within the next two stage is being set.
    [Show full text]
  • 2012 Annual Report
    2012 What a year! The Annual Report of District Manager, David R. Rupert …… he Armstrong Conservation District changed once again to cope with the fast changing times. The submission of a new Pennvest application for an abandoned mine drainage T project in partnership with the Clarion conservation District, and numerous unanticipated situations and opportunities required the District to update our Long Term Strategic Plan. Our “2012 Action Plan” set forth numerous objectives that the Board wished to see fully implemented by the end of the year. As you read the individual reports of our Staff, you will be able to see how each person contributed to completion of the Annual Action Plan. The Board continued to redefine our Annual Action Plan in four main areas - Capacity Building, Technical Assistance, Resource Conservation, and Outreach and Education. Specific measurable objectives were then adopted by the District Board and assigned to the appropriate individuals or the Board as a whole for implementation. The highlights of the individual staff in the Annual Report will tell you how well those objectives were met. In the previous year, the infusion of nearly $1.6 million dollars of the American Recovery and Reinvestment Act (ARRA) funding created new opportunities and challenges for the District as we met the tight deadlines established by the funding source. An additional Pennvest grant created new challenges to close out the initial Pennvest ARRA grant and prepare for construction on the new site with the Clarion District. In our continuing effort to build the District Capacity, several professional development opportunities were made available to the Staff, Directors, and Associate Directors.
    [Show full text]
  • Greetings: on Behalf of My Colleagues in the School of Education and the Sc
    Greetings: On behalf of my colleagues in the School of Education and the School’s UCEA Center for Educational Leadership and Social Justice, I am once again pleased to welcome you to our 6th Annual Duquesne Educational Leadership Symposium (DELS): “Action, Advocacy, Research: Challenging Educational Inequities with Students, Schools, and Communities.” Every year we have been able to assemble a stellar group of university scholars, school district and community leaders to address the critical issue of urban education. Indeed, as a UCEA Center, we are committed to scholarship, teaching and service initiatives that meet the goal of advancing equity and excellence. At Duquesne University, we proudly serve a tradition of providing educational experiences that change lives—an education for the Mind, Heart and Spirit. It is in that Spiritan Tradition of Caring, with emphasis on both scholarship for schools, and commitment to preparing educational leaders, that the School of Education welcomes you to Duquesne University. Accept my warmest best wishes for a productive and engaging symposium. Sincerely, Olga M. Welch, Ed.D. Dean and Professor Tawannah Allen, Ed.D. Fayetteville State University Associate Professor [email protected] Dr. Tawannah G. Allen is Director of the Doctoral Degree Program in Educational Leadership and Associate Professor at Fayetteville State University (FSU). Prior to her role at FSU, she served as Senior Administrator in Human Resources with Wake County Public Schools, in Cary, North Carolina, where she provided guidance in human resource actions to thirty-six elementary principals and their staff and 140 speech-language pathologists. Before serving as Senior Administrator, Dr. Allen served as Executive Director of Human Resources and Professional Development with Bertie County Schools.
    [Show full text]
  • The Following High Schools Are Being Removed from the List of Schools with a 3-Year Average of Promoting Power of 60% Or Below for the Classes of 2004, 2005, and 2006
    The following High Schools are being removed from the list of schools with a 3-Year Average of Promoting Power of 60% or below for the Classes of 2004, 2005, and 2006. As a result they should not be characterized as “fitting the profile” of a Dropout Factory. We are continuing to evaluate all data questions that come in and will update this list as needed. If you believe your school, fits into one of the following categories or you have other data questions, let us know at [email protected] Two Schools Given the Same Unique School Identifier Parkway Northwest, Philadelphia City School District (PA) Prior to the 2004-05 school year, the National Center for Education Statistics (NCES) Unique School Identifier currently assigned to Parkway Northwest High School (421899006548) was assigned to the Parkway Program High School. In the fall of the 2004-05 school year, two new schools, Parkway Northwest and Parkway West, opened in place of the Parkway Program. Instead of being assigned two new NCES Unique School Identifiers, Parkway Northwest retained the Parkway Program identifier (421899006548) and Parkway West was assigned a new identifier (421899000821). Because Parkway Northwest retained the Parkway Program’s identifier, it could not be distinguished from the Parkway Program in the federal enrollment data base. As a result, the larger 9 th grade class of the closed Parkway Program was compared to the smaller 12 th grade class of the new smaller Parkway Northwest, which led to an erroneous promoting power calculation. Because Parkway Northwest has not been in existence long enough to calculate its promoting power, it would not have been included in our study if it had been given its own unique identifier.
    [Show full text]
  • Mixed Methods Case Study of Consolidation Effects on a Rural Maryland School
    MIXED METHODS CASE STUDY OF CONSOLIDATION EFFECTS ON A RURAL MARYLAND SCHOOL By Stephanie A. Marchbank Dissertation Submitted in Partial Fulfillment of Requirements for the Degree Doctor of Education College of Education Frostburg State University May 2015 Copyright © 2015 All Rights Reserved by Stephanie A. Marchbank MIXED METHODS CASE STUDY OF CONSOLIDATION EFFECTS ON A RURAL MARYLAND SCHOOL By Stephanie A. Marchbank The undersigned, appointed by the Dean of the College of Education, have examined and approve this dissertation submitted in partial fulfillment of requirements for the degree of Doctor of Education. __________________________________ Chair _____________________ Glenn E. Thompson, Ph.D. Date Frostburg State University Assistant Professor of Education Doctoral Program Coordinator __________________________________ James E. Henderson, Ed.D. Professor and Doctor of Education Program Director Union Institute & University __________________________________ Kelly S. Hall, Ph.D. Frostburg State University Assistant Professor of Education Acknowledgements “If you want to go fast, go alone. If you want to go far, go together,” states an African proverb, which seems fitting for my personal journey over the past few years. I would like to thank my husband, Paul, who continues to make my wishes come true. When I first entertained the idea of pursuing a doctorate, you encouraged me to just do it. My fear in this journey was of faltering on my promise of guiding our girls on their own paths because I would be so focused on my own. My ever-partner, you went to great lengths to quell that fear. This accomplishment would have been incomplete without your support, and I love you so very much for giving me confidence to stand, peace to rest, and hope to pursue.
    [Show full text]