Franklin County bank robbed by raiders.

The St. Alban’s Raid – October 19, 1864

We devote a large space, this week, to illustrations of the recent rebel raid upon St. Alban’s, Vermont. St. Albans is a flourishing town, situated three miles east of Lake Champlain, 23 miles from Rouse’s Point—where the railroads converge, going North—and 16 miles from the Canada line. The raid was made upon it on the afternoon of Wednesday, the 19th Oct. Business hours had not passed and the banks were still open. The attacking party numbered 25 or 30 persons. These men had come over from Canada and quietly congregated at the various hotels in St. Albans, holding no noticeable communication and awakening no suspicion. Their plan was a bold one, and was successfully executed. On the day mentioned, at about three o’clock in the afternoon, they suddenly congregated, in squads, and made a simultaneous attack on the St. Albans, the Franklin county and the First National Banks. At each bank they drew their revolvers, threatening instant death to all the officers present if any resistance was made. They then robbed the drawers and vaults of all specie, bills and other valuable articles that they could lay their hands upon.

Compelling workers at St. Albans Bank to take an oath of allegiance

Compelling workers at St. Albans Bank to take an oath of allegiance

At the St. Albans bank these ruffians compelled the tellers to take the oath of allegiance to the Confederate Government. At the Franklin bank they thrust the cashier, Mr. Beardsley, together with a Mr. Clark, into the safe, and left them, where they must infallibly have suffocated, but for the timely arrival of assistance, after the robbers had decamped.


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Advice for Parents from The Christian Home

The Christian Recorder was “Published by the African Methodist Episcopal Church in the United States, for the Dissemination of Religion, Morality, Literature and Science.” in Philadelphia, Pennsylvania.

Accessible Archives subscribers can find The Christian Recorder  in complete form from 1861 through December 1902; excluding 1892.

This article on with parenting advice appeared in January of 1861.


That is a mistaken policy which sacrifices the future good of the child to his present indulgence. It may be pleasant to avoid the struggle with self-will, and the effort of subduing it; but will it be agreeable in coming years, to reap the fruits of such neglect in the sad ruin of a son or daughter? Painful as it may be to harrow the young heart with the grief of chastisement, may it not, thereby, like the harrowed field, be the better prepared for the “good seed?” The experience of the world, in this respect, has amply verified the proverb: – “He that spareth his rod, hateth his son.” “My father was too easy with me,” exclaimed a young man in college, upon being remonstrated with for the sin of intemperance. He admitted that he was doing wrong – that he was on the road to ruin – and on being told that he was not compelled to drink, he exclaimed, – “No, not compelled; but you do not know what it is to get a taste for liquor. I am a miserable fellow. My father was too easy with me when I was a boy.” (more…)

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Summary of the 1840 Census in the Colored American

We have received from Washington an epitome of the census of the United States. For want of room, the insertion of the tables must be deferred – for the present we insert the following summary. Unwilling to make statements founded upon the incorrect returns of the marshals various calculations which have appeared in the newspapers from time to time, based upon them, have not been inserted. Having now the correct returns, in our future numbers, we shall proceed to make our own calculations from them so far as it respects the population – the returns of the products of the States not yet being completed.


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Meet General Sheridan

Philip Henry Sheridan, to whom the country is indebted for the great triumph at Winchester and Fisher’s hill, is a native of Perry county, Ohio, born in the year 1831. He was graduated at the West Point Military Academy in July, 1853, and at that time entered the army as a brevet 2d Lieutenant of the 1st United States Infantry. During the years 1853, 4 and 5 he served in the Indian campaigns in Texas; and in July of the last mentioned year, after serving a few months in command of one of the forts in New York harbor, he was ordered to California. Engaged for a while in the Government railroad surveys on the Pacific coast, he was detached from that service to take part in the campaign against the Indians,in Oregon Territory. In the severe campaign, under Major Raines, he greatly distinguished himself, and was highly praised by his commander for gallant and meritorious conduct in the fight at the Cascades of Columbia, April 28, 1856.

For the part he took in the settlement of the Indian troubles in Oregon Sheridan was very warmly eulogized by Gen. Scott, then General-in-Chief of the army. Just after the breaking out of the rebellion he was made Captain in the 13th infantry, and served for several months in St. Louis as President of a Military Commission convened at that place. In December, 1861, he was made Quartermaster of the army of the Southwest, then operating in Southern Missouri, and afterwards in Arkansas under Gen. Samuel R. Curtis. He remained with that army until after the great battle of Pea Ridge, in the spring of 1862, when he was appointed Chief Quartermaster on the staff of Gen. Halleck, then in command of the army before Corinth.


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Edison, Education, and Motion Pictures

On October 6,1889 inventor Thomas Edison showed his first motion picture.

These are excerpts from an article describing Edison’s ideas for using motion pictures to revolutionize education appeared in Frank Leslie’s Weekly on  September 19, 1912.  This article was prefaced by this note:

EDITOR’S NOTE: Motion pictures, as many believe, are destined before long to play a most important part in the education of the young. This article sets forth Thomas A. Edison’s ideas as to this matter and the plans he has in view for their practical application. The writer, William H. Meadowcroft, is Mr. Edison’s very competent assistant at the inventor’s laboratory at Orange, N. J., and is qualified to do full justice to the subject. As his article shows he has the true literary gift as well as scientific enthusiasm.

How Edison Would Educate Children

With an inquisitiveness that remains unsatiated after fifty-five years of experimentation, Thomas A. Edison still continues his endeavors to take a sly peep through any minute crevice he can find in the door of Nature’s laboratory. It is a long cry from the little nook in his mother’s cellar, where he began experimenting at the early age of ten, to his present elaborately equipped and well-manned laboratory.

William H. Meadowcroft is Mr. Edison’s very competent assistantEdison’s inquiring mind is ever alert, but never wastes any energy out of mere idle curiosity. Only a definite plan, based on logical reasoning, is acceptable for any specific work that may be undertaken. The experiments may call for a variety of knowledge and may lead very far afield, but there is always a well-defined object in view and specific lines of work are laid out as a basis for exploration.

It is not surprising, therefore, that he holds some pronounced views on preparing children for their later work in the world, by giving them an education that is based upon their own personal observation and the exercise of their own power of thought. While these views are not of recent origin, they have been emphasized in later years by reason of the interminable questions of his young son, who inherits no small share of the paternal inquisitiveness.

Like every other thoughtful schoolboy, before whose opening mental vision a vast world of wonders is looming up, Edison’s son finds himself hampered by the impossibility of satisfying the yearnings of his mind as to the true inwardness of things by knowledge derived from text-books and mere oral teaching. Boylike, he asks many incisive questions relating to his studies, which the father thinks might well be forestalled through the application of modern inventions to educational practice by appealing to the eye as well as to the ear and the intellect.

The extensive exploitation of the motion picture in recent years and the vast possibilities of its development have of late impressed Edison more and more with an idea of its practical value as an educational adjunct. Possibly his one infirmity, deafness, has made him more keenly alive to the avidity with which the brain grasps the meaning of things seen with the eyes. Be that as it may, however, his convictions are strong as to the permanent value of ocular demonstration in the process of educating the child.

By the time a child can talk, it has acquired an amount of knowledge that is much greater than we appreciate and probably more in extent than it ever acquires in the same period of time later in life.


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