Early Settlement of Tupperville

On Mitchell's map of the Annapolis River, dated 1733, there are two villages in the vicinity of present-day Tupperville: Givir Village and Drew's Village. More than likely, they go back to Acadian times. There is reasonably conclusive evidence that at one time there was a road through the Bellisle Marsh which was used by the Acadians from the south side of the river to attend meetings at the Mass House just east of Bellisle and opposite the mid section of the present Tupperville. The Mass House, called St. Laurent Church, was demolished in 1736 because the officiating priest was accused of inciting the Indians and French inhabitants against the English Garrison in Annapolis Royal. Predating the Expulsion, a ferry wharf was built well inside the mouth of the present Tupper brook and very near the old aboiteau. Presumably the ferry was used to transport goods and people across the river, and was the means by which many locals were able to attend Mass at St. Laurent Church. The community was then called Clark's Ferry. In 1760, David Bent, a United Empire Loyalist, arrived in Nova Scotia and settled his family about a quarter mile west of Tupper Brook. The area where he lived became known as Bentville. Col. James Delancey, another United Empire Loyalist, arrived with his household and his slaves at about the same time. Family graves still stand on the upper slopes of the marsh. A family of Tuppers, father Elias and sons Elisha, Asa and Minor, settled at Clark's Ferry before the 1770 Census. Much later,although we don't know precisely when, Clark's Ferry was changed toTupperville. With the opening in 1869 of the Annapolis Railway Company, much confusion arose with the mail because of the similarity of the names Bentville and Kentville, so Bentville was changed to Tupperville sometime between 1911 and 1914. Whether or not it was named for Sir Charles A. Tupper, Premier of Nova Scotia from 1864 to 1867, or one of the local families is still a matter of conjecture.

The Founding of a School

In 1824 there were only eight school listed in the area, Round Hill being the only school listed between Bridgetown and Annapolis Royal. Records of the Bridgetown Methodist Church state that a group of Methodists held a meeting in "Tupper's school house in 1834, in Tupper's settlement, which would indicated that there was a school in existence about thirty-five years before the present one was built. It seems reasonable to assume that the school house built in 1869 was moved from its first location by the rocky ridge in order to bring it closer to the heart of the village. Permission was given by the late Mr. Charles Inglis to set it in his orchard directly across the road from where it now stands. However, the children were soon crossing the road to play in the pasture near the river, and for safety's sake it was decided to find a piece of land so that the school yard could be fenced in order to keep the children from wandering so far afield. On December 2nd, 1884, and for the sum of $20.00 a deed between Phillip and Bessie Inglis and Ralph Bent, Busby Bent and Scott Chipman, Trustees of the Bentville School Section No. 42 and their Successors was granted, giving the school house land of its own. This parcel of land contained 40 rods more or less and in 1885 the schoolhouse was moved to its present location. More land was eventually acquired to enlarge the play area, and at one time a tennis court was in use at the extreme eastern boundary. Three or four Trustees were elected from the community to be responsible for the maintenance of the building, the hiring of teachers and anything relevant to school business. The earliest school meeting minutes in existence are dated 1881 and the name appears as Bentville School Section No. 42, remaining as such until 1911. At this point, missing pages can only leave one to wonder, but in 1914 the minutes resume and read Tupperville School Section No. 42.

The School Building and School Program

The building was heated by a wood stove large enough to take a four-foot log, and situated near the door. Many nights in winter the ink wells or bottles froze solid. One of the near neighbours was hired to build the fire in the mornings, well in advance of nine o' clock when school began. With several hardwood logs burning briskly the school was well heated by the time the children arrived. Later the job was given to a student living nearby, who swept the floors as well. Finally, a professional janitor was hired, replacing student help. Snow removal was effected by neighbours and older students equipped with snow shovels. There was a fifteen minute recess morning and afternoon with a one-hour break for lunch. The very young were dismissed at three pm. and the higher grades stayed until four. Regardless of distance, children walked to school (some as far as two and one half miles) over gravel roads, rutted, dusty and often muddy or snow-filled. Up until 1936 when Grade Eleven was dropped, the teachers taught Grades One to Eleven, after 1936, students had to find their own way to Bridgetown for grade eleven or take room and board. Boys usually dropped out of school in grade Eight either to work on the farms or to seek employment elsewhere. Some were fortunate to complete Grade Eleven, missing minimal time for seeding and harvesting. Girls most often completed Grade Eleven and then went on to become nurses, teachers or housewives. Between 1915 and 1936, and possibly a few years after that, parents had to provide textbooks for their children. From 1915 until 1924 prices for these books were from six to eighteen cents, and at that time for some families the money was hard to find. The more expensive books were used for two years, and all were passed on to younger siblings or sold for half price to other families. The school Inspector for many, many years was Mr. M.C. Foster. Everyone, including the teacher, was in awe of him and were warned to be on their best behaviour. Hearts sank whenever he drove into the yard, and all stood to attention when he entered. Stony faced, he stalked the aisles, pausing occasionally to examine work on the desks while students waited in fear for the axe to fall. Efficiency was not always the long suit of some teachers and on one of his visits the teacher hid herself and her pupils in the wood house until he was gone. Perhaps he thought everyone had gone to Bellisle, or perhaps there actually a sense of humour behind his stern countenance. Kerosene lamps fastened to the wall were lit on dark days and late winter afternoon when it was difficult to see well. In the early years slates were used with slender slate pencils for marking. They were later replaced by scribblers. There was a row of seats down each side of the room with aisles between them and the walls. These seats graduated from large at the back to small at the front. The space occupied by the stove accounted for the half-row in the centre. The seat directly in front of the stove was the punishment seat. Many a disturber was sent there to suffer the extreme heat given off by good old mountain hardwood. When lessons were not properly learned or if mischief was afoot, the culprits were obliged to stay after school. Boys, of course, will be boys, at whatever cost, and took fiendish pleasure in dipping the girls' pigtails into the inkwells sunk into each desk. Of course, this was in the days of pigtails and sunken inkwells. More modern boys devised other methods of torture such as jabbing rulers up through the cracks in the seats in front of them. In one such incident the recipient had apparently eaten a goodly helping of baked beans for breakfast and the end result was disastrous. Generally there was good discipline in the school at that time, partly because children were taught to respect their elders, and partly because of the of the thick leather strap kept in the teacher's desk. Occasionally, for reasons like putting a live snake or a mouse in her desk, the teacher would use the strap on the palms of the hands, striking terror into the hearts of those observing the punishment. Needless to say, periods of outstandingly good behaviour followed for some time.

Sport and Recreation

Physical exercise was stressed, outside on fine days, inside in the aisles when it was stormy. In the spring the children played baseball at recess and noon-hour. Tag and Follow-The-Leader were favourite games. In the winter Rabbit was a big hit; snow forts and snowball fights were also favourite winter games. Other games played inside in bad weather were Up Jinks, Down Jinks; Tic-Tac-Toe; and Hop Toad. Nowadays it is hard to visualize bodies being small enough to play Hop Toad in the school's tiny porch. When the river was frozen, the teacher would sometimes take the children across the ice to visit Belleisle school where a spelling bee was held. This was always a fun time and a respite from school chores; however before this outing could take place there was much consultation with the men of the village to determine if the tide and ice conditions were safe. Belleisle usually returned the visit, and when they were seen trooping down the hill, excitement reigned. In the early 1930's teacher and students participated in a tree-planting program, and spent an entire beautiful spring day reforesting. The outing pleasurable and educational, too. There was also a contest sponsored by the Department of Lands and Forests in which school children were asked to name as many native trees as possible. The winner was awarded a prize presented by Mr. Charles Whitman, Forest Ranger and Game Warden. Dr. DeWolfe, Department of Agriculture, Truro, visited any school that wished to benefit from his services, and planted trees and shrubs. This was the beginning of the landscaping in Tupperville School yard, sponsored by the Tupperville Women's Institute. Gladstone Parker, uncle of two of the pupils, once owned and operated a pumpkin factory in Bridgetown. The product required only the addition of milk to make a very fine pie. He asked the children to grow pumpkins for him from the seeds he gave them, and he agreed to buy the pumpkins in the fall. No one got rich but the children had a lot of fun. A spring field trip to the beautiful Tupperville Falls was occasionally offered by the teacher to her little flock; but as can be seen from the photograph taken in 1929, some of the flock were not all that little. The falls is a well-kept secret, hidden deep in the heart of the South Mountain on the Tupper Brook. In spring, when the water is high, it is spectacular to see tons of water hurtling down the rocky precipice in three cascades, and to see the sunlight reflecting rainbow colours off the mist created at the foot of each cascade. Sometimes when the air is very still, the roar of this cataract can be heard from the school yard. During the early 1930's a field Day was held at Carleton Corner in which many Annapolis County schools took part. Since one of the girls from Tupperville could outrun even the boys, it seemed fitting for her to be chosen to represent the school in the 50-yard dash. First place was never anticipated since all were aware of a runner from another school who was as fast as the wind, but second place was a cherished dream. Much training went into the event and the honour of the school rested on this girl's shoulders. However, when the starting gun sounded her knees turned to water. She did manage second place though: second from the last. And her dream of fame was swallowed in the dust. Just when the first Christmas Concert was held is not known, but they became an event that was enjoyed by the entire community. For weeks before Christmas holidays the teacher laboured with the youngest to the oldest, with the talented and untalented. The program listed songs, recitations, plays, and a tree, with candy and oranges provided by the teacher. Names were exchanged among the children and Santa Claus always managed to arrive just as "God Save The King" was ending. He distributed gifts and goodies, and was embarrassed once when the pillow he was wearing fell out and was recognized by one of the children.

Teachers Through the Years

John Herbert Hicks was the first teacher in the school when it was first moved. He taught there from 1877 to 1881. There were twenty-six scholars. Some of the names appearing on the registers are Inglis, Bent, Wallace, Chipman, Carty, Wlllett, Crosby, BartIett and Gibson. Descendants of many of these families reside in the village to this day. Mr. Hicks was followed by Miss Angivine, whose salary was voted on in 1881, but the amount was not recorded. Following Miss Angivlne were many teachers, famous and infamous, and of a surety their names were engraved forever on the hearts of the children they taught. From the 1917 era comes a story which proves that children will be children, whatever the generation. A group climbed into the attic one morning and dumped a pail of water from the trap door onto the teacher as she entered. In the mid-twenties, one young lad had a pet crow named Jim Caw. Jim found his way into the school-room one morning much to the delight of all present except the teacher who quickly had him expelled, so Jim sat on the window-sill and kept up a steady rhetoric of "Hi Bill, hi Bill", and picked the putty off the windows. This same teacher once shocked the older members of the community by riding double on a horse with her fiancé, bare back and astride, if you can imagine such gross indecency. Miss Chestnut was also a woman before her time. She is mentioned specifically because of her unique name, and was affectionately nicknamed "Miss Peanut". When she vaulted into the rear seat of a convertible without opening the door many eyebrows were raised and many comments made about such unlady-like behaviour when she should be setting a good example for her students Such were the 1925 standards of social grace! In the following year when Miss Margaret Hockin came to teach, times continued to be hard. Some of the children had only bread spread with lard in their lunches. Miss Hockin solicited vegetables and milk from the community, and each noontime she made a nutritious lunch for these youngsters by cooking whatever she had collected on the flat-topped school stove. In the early thirties a diminutive young woman, still in her teens and fresh from Normal College came to teach at Tupperville. During the term parents sometimes questioned the hiring abilities of the Trustees, but while she may have fallen somewhat short on teaching she was long on personality. One gentleman later expressed the views of all young men: "She was sure nice to have around." In those days what few cars there were in the community were owned by the parents and seldom used for frivolities, so the main means of transportation for the "big boys" was the bicycle, It was a never ending contest to see who would be lucky enough to transport the teacher on the crossbar to her boarding place at noon, Then dinners were wolfed and pedals flew to get ahead of any rivals for the return trip. Mrs. Margaret Gavel brought a whole new concept of teaching to Tupperville School. When she first walked into the room that morning in September 1932, every pupil present knew the party was over. With her severe hat pinned securely to the knot on top of her head, she presented a picture of absolute control, and she let everyone know that she was the boss and that they were there for one purpose only - to learn. She was strict but fair and an excellent teacher. Beneath her unrelenting exterior was a heart that dearly loved everyone in her care. In the six years that she stayed at Tupperville School, older students learned all that they had missed in previous years just by hearing her teach the younger grades. She never gave anyone an assignment until it was thoroughly explained. One of her first demands was that everyone have his own personal dictionary. Pupils were expected to know the meaning of every word in the lesson. Thus it was when the highest grade came to the word "capon" she asked what it meant. No one knew. The dictionaries were immediately and not too patiently opened. Mr. Webster states that a capon is a castrated cock. One girl, looking over her classmate's shoulder, spied the meaning and quickly blurted "A castrated cook". Oh to be again so young that laughter is an uncontrollable fact of life. But to Mrs. Gavel it was no laughing matter and she sternly squelched the spontaneous outburst. Another time, when the afternoon quiet was shattered by a loud crack, Mrs Gavel demanded to know who was responsible for such a reprehensible distraction. A Grade Eleven student noted for her good behaviour stood at attention beside her desk and in the depths of humility meekly uttered "It was I. I hit a fly." Everyone burst out laughing, and even Mrs. Gavel smiled one of her rare smiles. One young lady, endeavouring to amuse her seat-mate by holding a pencil between her nose and upper lip, was eventually caught in the act and was marched to the front of the room and ordered to "Hold that pose" for everyone to admire. Mrs. Gavel is to be credited for many accomplishments. She introduced a water cooler to the school, and there were no more excuses for going to the neighbours for a drink during recess. Each pupil had his own new cup and it was kept in a little bag which hung from a peg on the wall. The child's name was above it. She saw that the outdoor toilets were cleaned and she inspected them regularly. Over the years many names had been carved and written on those walls, along with some unprintable things and drawings completely lacking artistic merit. Until now cleanliness in this area was a word no one seemed to know or appreciate, but all this changed with the warnings of stiff penalties if any more defacements appeared. The girls were cheated out of off-hours visits to the boys' toilets to see what new choice inscriptions had been added. Playground equipment was installed, a flagpole raised, shrubs planted and a well dug. Much credit is due the Women's Institute of Tupperville for raising the money. The Women's Institute is also credited with providing a cabinet to house the library books, for until Mrs. Gavel's time the school had no library. The Institute sponsored Tennis Teas held every second Friday night at supper time on the lawn of Mr. and Mrs. John Bent. Food was donated by community members, and the cost of a full-course supper was just ten cents, The suppers were always well attended, and soon became an attraction for people from all around. Occasionally tourists and other travellers stopped to partake. Proceeds from the teas were used to purchase new school desks, a kindergarten set and the library cabinet. The tradition is continued today in Tupperville's Annual Strawberry Supper the first weekend in July which draws people from near and far. Mrs. Gavel came at a time when it was not obligatory to teach Grade Eleven in a country school, but rather than see three of her girls go to a town school, a situation none of their parents could comfortably afford, she volunteered to teach them if they were willing to stay after school hours so she would not have to sacrifice time from the other grades. 1935 was the last year Grade Eleven was taught at Tupperville, and was, although no one realized it at the time, probably the beginning of the end. There were many teachers after Mrs. Gavel, each in his or her own way contributing to the lives of those who attended the school. Miss Maude Jodrey has the honour of teaching more years than any other teacher at Tupperville. All told she taught a total of 18 years, and signed the last school register. This record in itself speaks of her teaching prowess and the high regard in which she was held. Miss Jodrey agrees with the majority of the parents of Tupperville that children would have benefited if the school had remained open. Her opinion is that keeping them close to the grass roots of the home community would shield them during their younger years from the fast lane of town life, and would build a stronger relationship among the age groups. In large schools the ages are separated and older children miss the learning process of caring for the little ones, sometimes leading to selfishness and disregard.

Closing the School in 1970

Sadly, the school closed in 1970. Even after thirty one years there is still evidence of bitterness over the closing of the school. The following is a quote from one of the Committee members, and this brief review tells how the closing was effected. "In the year 1967-68 there were twenty-one pupils attending, and the Director of Curriculum at the time gave an excellent report on progress. A few months later the Annapolis County School Board gave notice that the school was to be closed in the 1968-69 term. "There was an immediate mass protest by community members, but the Board turned a deaf ear. There followed visits to the School Board members by affected parents in the community, still strongly protesting the closure. Legal aid was sought, and parents were advised that a school could not be closed if there were at least fifteen pupils in attendance. There were sixteen on the school register, so the school remained open for that term. "Next, the School Board influenced some parents toward believing that their children would benefit by attending school in Bridgetown, so during the 1969-70 term, the school was open with only seven pupils. "Any lawyer whose counsel was sought seemed reluctant to take the case. With an election in the offing, Committee members and some parents vowed not to vote, but the day before the election I received a telegram from the Minister of Education and he promised to think about our school situation if he were elected. "Its after all this that I lost faith in 'Government for the people by the people', a principle strongly taught by one of our beloved teachers. And it is interesting to note that only a few years later, some of the parents who decided to send their children to Bridgetown began to regret their decision because they found that their children had progressed much faster at the Tupperville school. If I could choose a place for my grand children to attend school, it would be in a small community such as Tupperville, where the quality of life and moral values are taught along with the fundamentals, where the teacher knows the pupils and the parents, and where the relationship is on a more personal basis." This theme was echoed by many parents interviewed.

The School Becomes a Museum

.The furniture, with the exception of a few desks and seats that went to community members, and all other property belonging to the school were left in the building pending its fate. In 1971, members of the Community decided against moving the artifacts left in the school for a display in Bridgetown, but agreed to open the school for Bridgetown Area Summer Homecoming. A special event was planned, and ten minutes before the program was scheduled to begin, news came that Premier and Mrs. Gerald Regan would attend, together with Mr. Jack Walker, Principal of Bridgetown High School. Premier Regan spoke and suggested that the school should be maintained as a museum. Subsequently Committee members were referred to the Nova Scotia Museum for advice and guidance, and a small yearly grant was made available. During the first few years the museum was open only a few hours a day, and was staffed by volunteers. Here it would be fitting to pay tribute to the late Grace Chipman, who was such a faithful volunteer, and who gave so much of her time and energy toward the museum and to staffing it. Later the museum was able to remain open during the summer, funded by Provincial and Federal museum grants, for the hiring of seasonal staff. The governing body is the Tupperville School Restoration Committee, whch is sponsored by the Women's Institute of Tupperville.

Location and Items on Display

The Schoolhouse Museum is located on Route 201, eight kilometers (five miles) west of Bridgetown, sixteen kilometers (ten miles) east of Annapolis Royal on the south side of the river that flows through the beautiful Annapolis Valley. It houses a century-old teacher's desk and students desks of the same vintage, as well as the old school bell and a leather strap used for years as a method of discipline. There is a photo display of past community members, old registers, and exhibits of past students' work. It also boasts a large library. The organ was made in Bridgetown from the pews from the Anglican Church there, and was donated to the school by a community member. It was used as an aid in teaching music at the school. The butter churn near the door was operated by a foot pedal so that mothers could rock their babies as they made the butter. The original leather strap disappeared some time ago, but was replaced in 2000 by Florence Whitman of Lawrencetown with a strap from the Port Lorne Country School Crafts by the Mi' kmaq Indian Louis Jeremy are also on display. Louis Jeremy lived with his sister, Rebecca, in the woods near Tupperville Falls, and his artefacts have been highly prized over the years by those who are fortunate to own pieces of his intricate carvings or burnt work. If early records are correct, the building in the year 2001 would be one hundred and thirty two years old, and has stood the ravages of time through the fierce determination of community members who recognize the value of their heritage. The Tupperville School Museum is testimony that the past need not be swallowed up in the mad race of modernization, and the relics and traditions of our past deserve recognition and appreciation. It is highly unlikely that back around 1834, when the founding fathers (and mothers) of the village of what is now Tupperville pushed for a school for their community, they ever dreamed it would one day be a museum! Adapted from "A History of Tupperville School" by Mabel Kopulos