Tag Archives: Pioneer Teachers

Colonel Francis Wayland Parker: Educator and Civil War Veteran

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Francis Wayland Parker

Colonel Francis Wayland Parker: Educator and Civil War Veteran

At the turn of the of the 20th century, one of the most celebrated pioneers of the progressive movement in education was Colonel Francis Wayland Parker.

In a time when modern ideas were not popular, this innovative educator promoted a philosophy that education should not emphasize standardization, rote memorization, and isolated drill. Rather, he advocated a curriculum that addressed the development of the whole student, including the child’s intellectual, physical, and moral growth. He created a model program that was strong on language development and geared towards teaching students to think and make decisions independently. Today we would recognize his strategies as teaching critical thinking skills and creative problem-solving.

Francis Parker was born on October 9, 1837, in Bedford, New Hampshire. At the tender age of 16 he became the village teacher, and when the Civil War broke out seven years later, this young educator enlisted as a private in the 4th New Hampshire Volunteer Army. It wasn’t long before he was promoted to lieutenant, then to lieutenant colonel, and then to commander. In May, 1865, Colonel Parker was captured by Confederate forces and held as a prisoner of war in North Carolina.

When the war was over, this Civil War veteran resumed his teaching career, first as a teacher, and then as a principal. In 1872, the continuously evolving educator traveled to Germany to study pedagogy at the Humboldt University of Berlin. When he returned, he became the coordinator of a highly-acclaimed teacher-training institution In Chicago, Illinois.

Colonel Parker is an American hero in so many ways, and is undoubtedly a chalkboard champion in the truest sense of the word. You can read more about this remarkable historical figure in my second book, Chalkboard Heroes: Twelve Courageous Teachers and Their Deeds of Valor, available from amazon.

John Dewey: Teacher and influential educational reformer

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John Dewey

Teacher and influential educational reformer John Dewey

One of the most influential educators of all time was John Dewey, a visionary, social reformer, psychologist, and philosopher. This chalkboard champion was one of the most influential voices for change in the classroom during the Progressive Movement of the early 19th century. The Progressive Movement emphasizes the importance of student participation, experiential learning, and meaningful activity in the classroom. This approach was in stark contrast to the practices of rote memorization and discipline that were so prevalent in his day.

John Dewey was born to parents of humble means on October 20, 1959, in Burlington, Vermont. As a young man, he attended the University of Vermont. After his college graduation, John inaugurated his career in education as a high school classroom teacher in Oil City, Pennsylvania, where he taught for two years. After earning his doctorate from Johns Hopkins University, John became a university professor at the University of Michigan, where he taught for ten years. In 1894 he transferred to the University of Chicago, where he founded the University of Chicago Laboratory Schools. During this time, he wrote his landmark book School and Society, where he argued the importance of collaborative experimentation in the classroom. He also emphasized practical skills and learning by doing.

Later, John relocated to New York City, where he joined the faculty of Columbia University. There he founded the New School for Social Research, a group that advocated for democracy as the foundation of a free and enlightened society.

Over the course of his long and distinguished career, this extremely influential educator published 40 books and 700 articles covering a wide variety of topics. He influenced classrooms throughout America with his meaning-oriented, democratic approach to teaching and learning. John Dewey died from complications of pneumonia on June 1, 1952. He was 92 years old.

Clara Comstock: Teacher and Orphan Train caretaker

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Clara Comstock

Teacher Clara Comstock, second from right, with a colleague and a group of homeless children she escorted on an Orphan Train. Circa 1910

In American history there are many examples of dedicated educators going above and beyond in order to help young students, both inside the classroom and in their personal lives. One of these was Clara Comstock, a hardworking teacher from New York. Clara was born on July 5, 1879, in Hartsville, New York, the daughter of hardy pioneer stock. Her father was a farmer and blacksmith. As a young girl, Clara was educated at the Canisteo Academy in the neighboring town of Canisteo, New York. She graduated in 1895 at the age of 16 and spent the next several years working on her teacher’s training courses. Clara inaugurated her career as a teacher in 1903 at the Brace Memorial Farm School in Valhalla, New York. Her students were New York City “street Arabs,” homeless boys that were orphaned, abandoned, or removed from their homes because their parents were deemed unfit or unable to adequately care form them. At the Farm School, these kids were taught fundamental literacy skills such as reading, writing, and mathematics, some vocational training, including carpentry, shoe-making, and box-making. After a few years, in order to be of greater service to homeless kids, Clara accepted a position with the Children’s Aid Society (CAS), an organization which still exists today to benefit needy children. The CAS organized the famous Orphan Trains, small groups of children that were transported west and placed in foster homes on farms and in rural communities. Clara escorted many of these groups, conducted background checks on prospective foster parents, and made periodic checks on the children she placed. She did this work until her retirement in 1928, then she spent another two decades working for the CAS in-state foster care program. During her lifetime, Clara placed more than 12,000 homeless children in homes, painstakingly keeping track of each one of them until they reached adulthood. She kept a personal diary and filled several trunks with meticulous records of the children she worked with. Decades later, these records became invaluable resources for Orphan Train riders who were seeking information about their origins. You can read more about this amazing and dedicated teacher and the orphan train system in my book Chalkboard Champions, available on amazon.

Elizabeth Abbott, a pioneer in kindergarten education in Connecticut

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Elizabeth Abbott

Elizabeth Abbott, a pioneer in kindergarten education in Connecticut

I always enjoy reading stories about pioneer teachers in the field of education. One teacher I read about recently was Elizabeth Abbott, an educator who is widely recognized as a leader in introducing kindergarten to the state of Connecticut.

Elizabeth was born on September 11, 1852, in Lowell, Middlesex County, Massachusetts. Even as a young woman, she was interested in a career as a kindergarten teacher. Her dream was postponed, however, when the death of her father made it necessary for her to get a job. At first she supported herself as a typesetter, a store clerk, a bookkeeper, and then a cook, but her desire to pursue a career in education never diminished.

After seven years, Elizabeth was finally able to secure a position as a teacher in a district school in Maine. Then she tried her hand at running a small private school of her own. Wanting to expand her professional skills, she took educational courses that eventually allowed her to teach kindergarten. She began teaching at a charity summer school in Boston, and then transferred to the Hillside Avenue School in Waterbury, Connecticut.

In 1885, Elizabeth married her sweetheart, George Abbott. Contrary to the custom of the period, she continued to teach. Eventually she was able to operate a kindergarten out of her home, becoming one of the first teachers in the state of Connecticut to do so. In her later years, Elizabeth served as secretary of the Connecticut Valley Kindergarten Association.

After many years, Elizabeth and George moved into her family’s home in Malden, Middlesex County, Massachusetts. For the last 11 years of her life she was confined to a wheelchair. This amazing pioneer in education passed away in Malden on September 27, 1926. She was 74 years old.

Montana’s Lucia Darling: Pioneer teacher of the Wild West

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Lucia Darling

Montana’s Lucia Darling: Pioneer teacher of the Wild West

I always enjoy sharing stories about teachers who were 19th-century pioneers in settling the untamed territories of our country. One such story is about Lucia Darling, a young educator who founded the first school in the state of Montana.

In October 23, Lucia was only 27 years old when she opened her school on the banks of Grasshopper Creek in the frontier village of Bannack, Beaverhead County, Montana. Until a cabin could be constructed to serve as the schoolhouse, the young teacher used the home of her uncle, Sidney Edgerton, who was serving as the governor of the territory. Makeshift desks and chairs, books, and other instructional materials were hastily assembled to serve her pupils.  Lucia’s students were the children of the approximately 3,000 homesteaders and gold miners who had established their claims in the wild and woolly Western town.

In those days, Bannack was tumultuous and rough,” the young schoolteacher recorded in her diary. “It was the headquarters of a band of highwaymen. Lawlessness and misrule seemed to be the prevailing spirit of the place.” Through her school, Lucia sought to inject some semblance of law and order into the community.

Lucia was born in Tallmadge, Ohio, in 1939. Although raised on a farm, she became a qualified teacher and spent nine years teaching in an area of northeast Ohio. She also taught at Berea College, the first integrated college in Kentucky. She did this at a time when it was unusual for a woman to get a college education or go to work.

In 1863, Lucia accompanied her uncle and his family as they moved West. She kept a a detailed diary of the route, the Native Americans they encountered, the historic landmarks they passed, the weather patterns, and the chores she completed each day along the journey. The group traveled by train from Tallmadge to Chicago, by river boat down the Missouri River to Omaha, and by covered wagon across the vast prairies of the West. After three months, the expedition finally landed in Oregon territory. From there Lucia made her way to Bannack, where she founded her historic school.

After the Civil War, Lucia traveled to the Deep South where she taught for the Freedman’s Bureau, an organization founded by the US Government in 1865 to provide educational opportunities for newly-freed African Americans.

Lucia Darling: A true chalkboard champion.