History of Middlesex County, Massachusetts : with biographical sketches of many of its pioneers and prominent men, Vol. I, Part 55

Author: Hurd, D. Hamilton (Duane Hamilton), ed
Publication date: 1890
Publisher: Philadelphia, J. W. Lewis & co
Number of Pages: 1034

USA > Massachusetts > Middlesex County > History of Middlesex County, Massachusetts : with biographical sketches of many of its pioneers and prominent men, Vol. I > Part 55

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"Aod the residue of my estate there (in New England) I do hereby give and bequeath to my father, Theophilus Eaton, Esq., Mr. John Dav- enport, Mr. John Cullick and Mr. William Goodwin, in full assurance of their trust and faithfulness in disposing of it according to the true in- tent and purpose of me, the said Edward Ilopkins, which is to give some encouragement in those foreign plantations for the breeding of hopeful youthe both at the grammar school and college, for the public service of the country in future times.

" My farther mind and will is, that within six months after the de- cease of my wife five bnadred pounds he made over into New England, according to the advice of my loving friends, Major Robert Thomson and Mr. Francis Willoughby, and conveyed into the hands of the trus- tees before mentioned in further prosecution of the aforesaid public ends, which, in the simplicity of my heart, are for the upholding and promoting the kingdom of the Lord Jesus Christ in those distant parts of the earth."

His widow lived to an advanced age, dying in 1690, having survived all the trustees by more than thirty years. The estate was finally set- tled in Chancery, the college at Cambridge and " Grammar School" re- ceiviog in all .[1251 13s. 2d.

One-fourth of the income ot this amount was given to the " Grammar School" from 1793 to 1839.

[For a full account of this fond see " Report of Cambridge School Committoe " for 1885.]

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a fourth part of the net income of the funds to the treasurer of the town of Cambridge, on con- dition that the said town should provide and main- tain a school, and pursue and comply with the following duties and provisions, viz .: That the town of Cambridge should annually apply so much of said income as may at any time hereafter be paid to the treasurer thereof, to the instruction of nine boys in the learning requisite for admission to Har- vard University, the said instruction to be furnish- ed in a public school in said town, the instructor of which should be at all times competent to give such instruction, and the said town was required to admit into said school, free of expense, any number of boys, not exceeding nine, at any time, who, being properly qualified, should be selected and presented for admission thereto by the President and Fellows of Harvard College and the minister of the First Church in Cambridge ; who, it was added, "shall be the visit- ors of said school for the purpose of seeing that the dnties and provisions in this section are duly com- plied with and performed."

In 1854 the private classical school seems to have failed of support, and on the proposal of the trustees, the city of Cambridge assumed the obligations, pre- vided in the act of 1839, and appointed a Hopkins Classical Master in the High School. This arrange- ment has been nominally kept up to the present time, though it is doubtful if the President and Fellows . of the College, and the minister of the First Church, find it necessary to exercise much vigilance in regard to the qualification of teachers, etc.

The location of the High School, on Winsor Street and Broadway, being still found inconvenient for the whole population, classical instruction was re-estab- lished in Old Cambridge in 1843, and it was also given in the Otis School, East Cambridge.

This state of things existed about four years, when, in 1847, the Cambridge High School was reorganized in the building originally erected for its accommoda- tion. The next year (1848) a new school-house was built on Amory Street.

Mr. Elbridge Smith, who was then principal of the High School, gives the following account of the dedi- cation of the building :

" The dedication of the school-house on Amory Street, in June, 1848, was an event of considerable social and educational importance. The Hon. James D. Green was at that time Mayor of the city, and showed that earnestness and public spirit which always marked him in his private, as well as in his public life. The Rev. William A. Stearns, D.D. (af- terwards president of Amherst College), was chair- man of the High School Committee. The Rev. John A. Albro, D.D., of the Shepard Congregational Church, a man of remarkable personal and professional worth, was also rendering important service on the same committee. William W. Wellington, M.D., was then in the first years of that service on the School

Committee which was destined to be so long and so useful to the city of Cambridge. Edward Everett was president of Harvard College, and from him was expected the principal address on the occasion. It was an occasion to which all repaired with high ex- pectations, and from which they retired with those expectations more than realized." The addresses were all of permanent value, and Mr. Everett has very justly given his address a place in the second volume of his " Orations and Speeches."

The interest in this school by the city, and by its friends connected with the university, is shown by the fact that the city appropriated seven hundred dollars for furnishing the school with apparatus, while con- siderable additions were made by the proceeds of lec- tures.

In 1850 the City Council gave more than eight hundred dollars' worth of books to the High School library, which enabled the city to draw from the State Treasury an equal amount, under the provisions of a law then in existence.

Prof. Louis Agassiz manifested his interest in pop- ular education by giving a course of four lectures at the City Hall, of which the proceeds were generously given for the library ; and he also gave to the pupils of the school gratuitous lectures for an entire year.

Much of the interest then manifested in this school was due to the exertions and influence of the princi- pal of the school, Mr. Elbridge Smith.

"It ought to be stated," says Mr. Wm. F. Bradbury, at present head master of the High School, "that the sum of eight hundred dollars mentioned by Mr. Smith as appropriated by the City Council as a nucleus of a library for the school, was secured by the efforts of Mr. Smith, who made up a large part of it by con- tributing valuable books from his own private library. He also spent money lavishly from his own pocket in increasing the appliances of the chemical and philo- sophical department. In fact, he looked upon the school as his own child, and made no account of time or money spent in fostering it."

At the suggestion of Prof. Cornelius C. Felton, Mr. Smith informs us that " A new feature was incorporated into the course of study of the High School. This was the formal study of English authors, in place of collections of extracts, which till then had been ex- clusively used in all our public schools."

"It is believed," says Mr. Smith, "that this was the beginning in this country of that earnest study of English literature which is now so prominent a fea- ture in all our high schools, and which has extended to schools in other grades."

Prof. Felton was certainly fortunate that his sug- gestion was made to Mr. Smith, for no man was better qualified to make it a success than he.

During the first decade of the city government, much was done to complete the systematic grading of public school instruction, begun in 1834. "It is no exaggeration," says Mr. Smith, "to say, that then

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the idea of Huxley was fully realized,-that a course of public education should be like a 'ladder standing in the gutter and its top resting in the univer- sity.'"

Under these influences of a better organization, and the awakened interest in public school instruction throughout the State, the Cambridge schools seem to have made very decided progress. The grammar schools sent so many graduates that the building on Amory Street was entirely inadequate to the wants of the High School, and in 1864 a new high school building was erected at the corner of Broadway and Fayette Street.

" At the time it was built," says Mr. Bradbury, "it was one of the finest school buildings in the State. With the land the entire cost was sixty-five thousand dollars; and it was supposed that it would be ample in its accommodations for the High School for twenty years." Yet in 1870 it became necessary to occupy the hall as a school-room. In 1872 and 1874 other changes were made, not contemplated when the building was erected, and parts of the building used as school-rooms, which were unfit. In 1878, the school having increased to five hundred pupils, it became necessary to establish a "colony " in a neighboring grammar school house.

This unexpected growth of the High School, taken in connection with the fact that the standard for admission was high, furnishes the best evidence of the prosperous condition of our grammar schools. During this period our schools, and especially the grammar and primary schools, suffered much from badly constructed school-houses, and the standing of the schools reflects great credit on the teachers and the School Committee.

All our grammar school buildings had been con- structed on the old plan of a large room in which from one to two hundred pupils had sittings, and small, ill-ventilated rooms where recitations were conducted by the assistant teachers.

In 1868 Professor Goodwin, in a report on the Washington School, says: "All the departments are in as good a condition as the arrangement of the building permits. This arrangement is such that half the teachers are required to hear their recita- tions in large rooms nearly filled with scholars not reciting, so that the double duty of keeping order and imparting instruction is too great for even the ablest teacher, while the other half hear their smaller divisions in small rooms poorly ventilated, in which the air is usually so bad that the children are in an unfit state to be taught." He states his belief "that one-half the value of the Principal's instruction is lost by the necessity of transmitting it over the heads of seventy or eighty pupils to a class standing on the other side of a large hall."

What Professor Goodwin has said of the arrange- ment of Washington Grammar School is true of the other grammar school buildings of the city. Pro-

fessor Atkins' report of the primary buildings is scarcely more flattering.

In 1869 Mr. E. B. Hale, who had been appointed Superintendent of Schools in 1868, devoted a large part of his report to "School Accommodations," in which he emphasized Professor Goodwin's statements, and suggested to the committee the importance of urging upon the city authorities the necessity of "remodeling as many of the grammar school houses as practicable the coming season."

In accordance with these suggestions of the School Committee and the superintendent the grammar school houses were, in the years 1870-71, remodeled and greatly improved. But it was impossible to make such changes in their arrangements as to have them compare favorably with the new school-houses, built on the modern plan, in most of the cities and large towns of the Commonwealth.

Within a few years some new buildings have been erected for the grammar and primary schools that do credit to the city ; and at the present time an- other first-class grammar school house is nearly fin- ished, still another is under contract, and a high school house is in process of erection. But we are not yet as well supplied with moderu structures as most of our sister cities. But, though obliged to confess that Cam- bridge was for some years, and is now, behind others in the matter of school buildings, we may claim, it is believed, to have taken, in the matter of school disci- pline, a step in advance of any of the principal cities of the State. In 1866 a case of corporal punishment, though by no meaus severe as compared with the punishments in schools of Cambridge and other cities and towns at that time, gave rise to much controversy, which finally resulted in the passage of the follow- ing order by the School Committee :

"It is enjoined on the instructors to exercise vigilaut, prudent aod firm discipline, aud to govern by persuasion and gentle measures as far as practicable. No pupil shall be kept after school hours more thao half an hour after each session. No scholar on eotering the schools of the city shall be subject to corporal punishment in any form. Butif aoy scholar prove to be disorderly or refractory, such scholar, on due notice to parent or guardian, and on the written consent of the committee having charge of the school, shall be liable to corporal pnoishment during the remainder of the term.

"Any jostructor may suspend a pupil from school for violation of the School Regulations or the rules of the school, or for any other sufficient cause ; but he shall immediately report the case to the parent or guardian of such pupil, and to the sub-committee of the school, or to the Superintendent of Schools, with a written statement of the cause of such suspension."

The School Committee's report for 1889 says : " This rule has been in force for twenty years. In the majority of the schools corporal punishment has not been inflicted in a single instance; in the others the number of cases have varied from year to year, with changes in the supervising committee ; but in no year, at least within the last ten years, have there been a hundred cases in all the schools of the city."

The truant law has been of great service to the schools, though but a few comparatively have been sent to the truant school. These few have, however,

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served as a warning to such an extent as very much to reduce this class of offenders; and it is believed the recent amendment to the law, including obstinate and disobedient pupils, will be equally efficacious.

Within the past few years important changes and additions have been made in our schools. In 1856 the High School was divided,-the Latin School being placed under the principalship of Mr. Brad- bury, and the English High School under that of Mr. Hill.

Mr. Bradbury had for many years been eminently successful in preparing candidates for college, mak- ing the Cambridge High School one of the best feed- ers of Harvard. Mr. Hill came to us from Chelsea, where he had proved himself one of the best High School teachers in the State. It is believed that the division will be advantageous to both departments, especially, to that of the English High School.

INDUSTRIAL SCHOOL .- In February, 1884, the Cambridge Industrial Association, through a commit- tee appointed for the purpose, made to the School Board the following proposals and suggestions :

"Our Associatien has, in the basement of the City Building, Brattle Square, well-equipped work beoches, with tools and all accommodations for the instruction of twelve (12) boys under the charge of a competent and experienced teacher. These implements, equipments and instruc- tion the Association offers for the use of either of the City Schools during the present school year, free of expense, in case the Schoel Committee think such use advisable.

" The Association would suggest, if it seems practicable te the Con- mittee, some such plan as this : That the boys of higher classes, whose record in school is goed and who have any aptitude in the use of tools, be allowed ena afternoon in the week, to substitute for their regular lit- prary employment two hours' practice at the beach, it being understood that they shall keep up with the studies of their classes, and that their preseoce aod coodnet in the work-room be reported as part of their school record. The room could be open for this purpose as many after- noons io the week as the Committee may desire, twelve boys being ra- ceived at a time.

"A similar experiment having been tried with success-in Boston, it is believed that equally good results might follow io Cambridge, aod that no little mechanical dexterity might be thus gained by the pupils with- out any essential interruption of their other studies."

The School Committee accepted the proposal and adopted the plan suggested, a class being sent from each of the seven grammar schools. The same offer was made and accepted in 1885 and in 1886.

In September, 1886, the School Committee appoint- ed a special committee to " consider the question of industrial training and the practicability of connect- ing it with the school system."

The following is the report of that committee :

" Whereas, the Industrial Association has offered to give to the City of Cambridge the tools and apparatus used by it in industrial education in the basement of the City Building in Brattla Square, --

" Your Committee recommends that industrial instruction be given to seven (7) classes, consisting of twelve (12) hoys each ; that ena of these classes be taken from each of the following grammar schools: Allston, Harvard, l'utnam, Shepard. Thorndike, Washington and Webster; that the hoys forming the classes shall be chosen by lot frem those whose parents or guardians are willing to have them join such a class ; that such iostruction be given during the school session, the course of io- structieo to each class to consist of sixteen lessons, and to be similar to that given during the past year by the Industrial Association ; that the management of such instruction be committed to a cominittee of five, one from each Ward, to be appointed by the chairman of the Board, and

that this Beard request the City Council to make ao appropriation of four hundred (400) dollars to defray the expenses of such industrial in- structor."

This report was adopted and its recommendation carried out. The City Council at once appropriated the four hundred dollars, and the seven classes re- ceived instruction.

There is no school question more prominently be- fore the community at the present time than that of making manual training a branch of instruction in the common schools ; and in Cambridge this question lias assumed special importance since Mr. Frederick H. Rindge made to the city his generous offer of an industrial school building ready for use, together with a site for the same.

The object and aim of the school, as proposed by him, are best made known in his own words. He says : "I wish the plain arts of industry to be taught in this school. I wish the school to be especially for boys of average talents, who may in it learn how their arms and hands can earn food, clothing and shelter for themselves ; how, after a while, they can support a family and a home; and how the price of these blessings is faithful industry, no bad habits and wise economy ; which price, by the way, is not dear.

"I wish also that in it they may become accustomed to being under authority, and be now and then in- structed in the laws that govern health and nobility of character. I urge that admittance to such school be given only to strong boys who will grow up to be able workingmen.

"Strict obedience to such a rule would tend to make parents careful in the training of their young, as they would know that their boys would be deprived of the benefits of said school unless they were able-bodied. I think the industrial school would thus graduate many young men who would prove themselves useful citizens."

This munificent gift by Mr. Rindge was gratefully accepted, and we now have in successful operation an Industrial School which, it is believed, is not sur- passed by any in the country.

KINDERGARTEN .- About eleven years ago Mrs. Quincy Shaw established three free Kindergartens in Cambridge. These, in common with many others in neighboring towns, were established to prove by thor- ough experiment whether this theory could be carried out in practice.

A sub-committee, having this under consideration, reported that the result was eminently successful. A petition containing 1600 or 1700 names, representing largely the parents of children educated in these Kin- dergartens, asked to have the schools made a permanent part of our educational system. Under these circum- stances, the committee reported in favor of granting the petition, and recommended the adoption of the following order: That Kindergartens be established by this Board as a part of public school instruction in Cambridge.

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The order recommended was adopted, and, at the meeting of the Board in May, the following letter from Mrs. Shaw, addressed to the chairman of the School Board, was received :

DEAR Sia :- In consideration of the decision on the part of your Board to establish Kindergartens as a part of the regular Public School system, I wish to ask if you will, at the close of this school year, undertake the care of those Kindergartens now carried on by me in Cambridge? They are located as follows : 76 Moore Street, Cambridgeport ; Boardman School, Winsor Street, Cambridgeport; at] 41 Holyoke Street, Cam- bridge. I can only hope that you will find them so satifactory for the beginning of all education for children, that you will be as anxious to increaso their number as I am to have it done; and that your action in the matter inny serve as an example to other places, so that the Kin- dergartens may really become a national benefit.

Mrs. Shaw's generous proposal was accepted, and the following order adopted :

That the thanks of this Board be tendered to Mrs. Shaw, in recogni- tion of the public benefit conferred by hier in the establishment and maintenance of the Kindergartens which she has so generously tendered this Board, and which the Board has accepted as part of the Public School system of the city of Cambridge.

Subsequently, the Concord Avenue Kindergarten, which had been maintained for several years by Cam- bridge ladies, was offered to the Board and accepted.

There are now among the public schools of Cam- bridge four Kindergartens, containing 209 pupils, under the charge of seven teachers. As soon as suit- able rooms can be provided, three more of these schools should be opened, in order that all sections of the city may share in the advantages they afford.

THE WELLINGTON SCHOOL .- The Cambridge Train- ing or Practice School was added to our system in 1886. This school is believed to be, in some respects, unique. It was suggested and planned by the super- intendent, Mr. Cogswell, the design being " to give young women of Cambridge who desire to teach, and who have made special preparation for the work, an opportunity to gain experience under conditions fa- vorable to their own success, and without prejudice to the interests of their pupils."

" This school differs from the other schools in this respect-all the classes are taught by young teachers, under the immediate supervision of a master and a female assistant, who are held responsible for the in- struction and management of the school.

"Graduates of the English High School or the Latin School, who have graduated from one of our State Normal Schools or the Boston Normal School are pre- ferred candidates for the position of teacher in this school ; other persons of equal attainments may, how- ever, be elected by special vote of the Committee on the Training Class. Teachers accepting service in this school do it with the understanding that they will remain a year, unless excused by the Committee on the Training Class.

" The salary during the year of service is $200, and the Committee on the Training Class is authorized to expend for salaries an amount not exceeding the aggregate maximum salaries paid to female teachers for the instruction of the same number of pupils in the primary and grammar schools."

It is thus seen that the Training School has made no addition to the cost of instruction in our schools. The only doubt at first was whether the pupils attend- ing this school would be as well taught as those in the other schools. It was claimed by its advocates that the inexperience of the young teachers would be offset by the large experience of the principal and his assistant, and it is believed by the committee and superintendent that the results have vindicated the claims.

At no period in the history of our schools have they furnished such means for education in all depart- ments as at present. From the beginning the devel- opment of the system was gradual; but within the last twenty years, since the appointment of a super- intendent, the progress of our schools in all respects has been greatly accelerated. In no respect, it is he- lieved, excepting the condition of its school build- ings, are the schools of Cambridge surpassed by those of any city in the Commonwealth.

Such has been the progress of public school in- struction in Cambridge. In the mean time there have been, here as elsewhere, private schools, though none have established themselves as permanent in- stitutions. It was during the last part of the last century and the early part of this, that most, if not all, of the academies and large private schools in the State were established-as a consequence, undouht- edly, of the failure of the public schools of that period, in most towns, to prepare pupils for college. In Cambridge, however, the Grammar School (in the English sense of the term) continued up to 1839, when the High School was established. It will be seen, therefore, that the same want was not felt here, as in many other parts of the State, during the pe- riod when the principal academies were established. From the time of the establishment of the High School the encouragement for private schools of a classical character seems to have been still less. As has been stated, the " Hopkins Classical School " of 1839, though aided by the " Hopkins Fund," failed of support in 1854.

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History of Middlesex County, Massachusetts : with biographical sketches of many of its pioneers and prominent men, Vol. I, Part 55

Author: Hurd, D. Hamilton (Duane Hamilton), ed Publication date: 1890 Publisher: Philadelphia, J. W. Lewis & co Number of Pages: 1034

Author: Hurd, D. Hamilton (Duane Hamilton), ed
Publication date: 1890
Publisher: Philadelphia, J. W. Lewis & co
Number of Pages: 1034