History of Middlesex County, Massachusetts, with biographical sketches of many of its pioneers and prominent men, Vol. III, Part 14

Author: Hurd, D. Hamilton (Duane Hamilton) ed
Publication date: 1890
Publisher: Philadelphia, J. W. Lewis & co
Number of Pages: 1278

USA > Massachusetts > Middlesex County > History of Middlesex County, Massachusetts, with biographical sketches of many of its pioneers and prominent men, Vol. III > Part 14

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Not all teachers were thus neglectful, for it is re- corded in 1841-42 that one teacher, being unable in any other way to obtain maps and diagrams, supplied them himself, and the committee added, "It is to be hoped that the time is not far distant when the public will be satisfied that something more than a teacher

HISTORY OF MIDDLESEX COUNTY, MASSACHUSETTS.

is requisite to promote the best interests of moral beings,"

SCHOOL-HOUSES .- In 1846-47 the town commenced a radical reform in school-house architecture. Two Iarge double school-houses were built on the most im- proved plans, and a third was thoroughly repaired and new seated. This prepared the way for a general reform through the several districts of the town. That there was need of this reform is evinced by the report of 1845, which speaks of sloping floors so arranged as to make it impossible for pupils to stand up in their seats, and of ventilation so bad that after sitting an hour the visitor marveled that the teacher had succeeded so well, both in instruction and man- agement, " for to say the least, it was utterly impossi- ble for anybody either to study or to impart instruc- tion under such circumstances, vigorously." The next year, when undertaking repairs, some regard was paid to ventilation, and the use of thermometers was re- commended.

In 1849 the school-houses were much improved; eight out of eleven were well supplied, and all to some extent provided with suitable apparatus.

FIRST YEARLY SCHOOL IN NEWTON-On the 7th of December, 1848, a union was formed be- tween School District No. 7, which included West Newton and Auburndale, and the State Normal School, then established in West Newton. The ob- ject of this union was the formation of a model school where all the most approved methods of instruction should be adopted and the best talent be employed to develop the young, and to show by example what a true school should be,

By the terms of the agreement, the district was to furnish school-room, etc., and one permanent male teacher, approved by both parties, and to allow such addition to their number by pupils from abroad, ou a small tuition, as circumstances mnightjustify.

The State Normal School was to furnish a portion of the apparatus and two assistant teachers, each to observe a week previous to teaching, and to teach two weeks under constant supervision. This was the first yearly public school ever taught in New- ton ; it was kept in the basement of the town hall. Mr. Nathaniel T. Allen, a graduate of the Bridge- water State Normal School, was appointed its princi- pal at a salary of $300, to be paid by the district, and the remainder to be paid by pupils admitted from abroad. The whole number of pupils the first year was 125; the number from abroad was 50; the average age of the pupils, 14 years. Thirty-five of the young ladies from the Normal School served as assistants.

By an additional agreement, on May 1, 1850, the Primary School of West Newton became also con- nected with the State Normal School ; at first taught only by students of the Normal School; but in 1851 a permanent female teacher was employed, and one assistant from the Normal School. The number of teachers furnished to this department in 1850 was 22;

the whole number of pupils 75; their average age, 7 years.

The practice which this arrangement offered to the students of the Normal School, of observing and teaching under the eye of an experienced and pains- taking critic, was of unmeasured value to them, while the quality of the teaching was such as to attract a large number of visitors continually from Boston and other places, and applications for ad- mission increased so much after the first year, that many applicants were turned away. When the Nor- mal School was removed from the town in 1853, the Model School as such was given up, and the school put upon the same basis and taught in the same man- ner as the other district schools. The names of a thousand visitors were enrolled on the register of the school during the last year of its existence.

HINDRANCES TO PROGRESS .- Among the hin- drances to good progress in the schools at this time may be enumerated frequent absences and tardiness, the patronage of private schools, and the lack of co- operation on the part of parents.

ABSENCES TO TARDINESS .- These hindrances are named and deplored in almost every school report of this period. In that of 1845 the committee state that in many cases more than half the school time is lost by ahsences, and that the habit is universal. They cite one school in particular, the teacher of which re- ported that in a term of nineteen weeks there were 3223 half-day absences, equal to an aggregate of more than five and one-half years. In this school seven pupils were absent respectively 115, 117, 121, 107, 102, 117 and fifty-five half school-days. The committee added, “ When we take into consideration these obstacles to progress in our schcols, what ought we to expect ? Who can complain if the teachers should not be able to get much knowledge into the heads of those who rarely put their heads into the school house ?" That parents and guardians are re- sponsible is the burden of the reports. The attend- ance for some years after this was fearfully low. In the list of 311 towns in the State for the years 1847-48, Newton stood the 244th in attendance. Of the forty- eight towns in Middlesex County, Newton stood the lowest, with an average attendance of forty-three per cent. In the year 1848-49 she stood the 246th in the State, having an average attendance of 57.07 per cent. I quote from the school report of one of these years :

"The question is getting to be seriously asked in high places and in all directions, What shall be done to remedy this evil? Shall it be a penal offence to keep a child from school for any reason short of sick- ness or what may be thought equally imperative? Shall the vagrant, schoolless boy be provided for by the State as one already an offender against the peace and well-being of society ? ... People will differ very much as to the propriety or justice of adopting such extreme measures. The largest liberty is con- rended for in this free republic ; the liberty to get

NEWTON.

drunk and abuse our God-given natures, to eschew the good that is around us and hug the evil, and the liberty to give the hungry and thirsty souls of our immortal offspring stones instead of bread, fire in- stead of water ; to hand them over to the dominion of unbridled passions, uncultivated desires, to let them grow up an everlasting disgrace to their parentage, unmitigated pests to society. What will be done is not for us to say ; but only will we heartily affirm that when every child of the proper age shall be re- ceiving that education which can alone fit him to fill aright his place among men and prepare him to re- ceive a holier unction for another kingdom, our eyes shall no longer be pained, as now, with seeing boys spending their springtime of life in mental and bodily idleness at the corners of the streets or in the stable rioting in profanity, obscenity and all malignity. . .. Railroads are a blessing, but not unmixed; their depots are lounging-places for idlers and truant boys wherein to concoct mischief; .. . dram-shops and oyster saloons and candy palaces still hold out their tempting lures, offering to the idle a comfortable re- pose, to the craving stomach a sweet morsel, but to the gaping mind gall and wormwood. These you have among you. See to it, see to it."

By persistent efforts of the School Committees and teachers, much was finally accomplished by way of school attendance, though it took years and the system of graded schools to permanently fix the rate of attendance at a high rank.

The percentage of attendance and rank therefore in the towns of Massachusetts at the close of the five sent to sacrifice individual opinion in some degree decades from 1848-49 is as follows : and give their co-operation and support to the teach- 1848-49-percentage of attendance . 57, rank in the State . 246 er for the time being, under the supervisory direction 1858-59 71, 44 64 200 of the committee which they have themselves se- = = 1868-69 76, 4 € 16 169 lected for the purpose? By such a course, defects 1878-79 84, 137 which may really exist would be rendered less injur- 1888-89 82.8, 104 ious, and whatever was good in the management of schools be made more advantageous. Would parents generally enjoin upon their children regular and

The apparent falling away of the percentage for 1888-89 may he accounted for by the increasing pop- ular sentiment in favor of deferring the admission of punctual attendance at school, and subordination pupils to school till a later age than five ; the parents in Newton now rarely commence sending so early. The percentage of attendance based on the average whole membership in the schools for the year 1888- 89 is 92.4 per cent.

PRIVATE SCHOOLS .- As another hindrance to the best success of the public schools the establishment of private schools in the several villages was fre- quently mentioned. They are spoken of in almost every report ; in the early years taking away the most favored pupils, "leaving the a-b-c-darians and other small scholars to constitute many of the schools." In 1849 there were eight private schools, in most of which the languages and many of the higher branches of a good education were taught, and in 1851 not less than 249 pupils attended private schools. Many of these schools were excellent and will be named later. It is a fact worthy of mention, however, that as the

private schools flourished, a corresponding lack of interest was evinced for the public schools, and their attendance and efficiency proportionately decreased. The cause of the establishment of so many private schools and the decline of the public may be traced to the repeal, in 1824, of the law concerning the re- quirements for teaching the languages in towns of not less than five thousand inhabitants; not because the teaching of languages is absolutely necessary to great culture in other directions, but because the acqui- sition of knowledge sufficient to teach Latin and Greek, and to fit for the university, necessarily accompanied higher attainments in other directions. After 1824 the quality of the teaching declined, as those best fitted for teaching chose other professions. There was no revival till the movement began which resulted in the establishment of the Board of Education and Normal Schools, and the influence of these was not materially felt over the State for years.

WANT OF CO-OPERATION OF PARENTS .- The extent of the co-operation of parents never entirely satisfied any committee. On the first establishment of a Supervisory Committee they ask if that is the reason for the indifference of parents; as if parents thought they thus delegated all responsibility. Some difficulties occurred in one of those early years which were greatly increased by the unguarded utter- ance by parents of expressions derogatory to the teacher. But the committee were loyal to the schools' best interests, and, among other good things, said, "Is it not advisable that the people of the districts con-

and obedience to the teacher; would they notice their progress and examine them occasionally at home as to their proficiency, and in this way encour- age and interest them in their studies, many of the difficulties which teachers have now to enccunter would be removed, and the character of our schools much advanced."

CORPORAL PUNISHMENT .- It is an open question whether corporal punishment should be spoken of as a help or a hindrance to good government in our schools. At the commencement of one school, in 1842, it was in a very disorderly state, and the teacher, so said the committee, undertook to restore and maintain order by " that mistaken course-a resort to the rod- which many teachers have adopted frequently, and as often experienced not only failure, but a worse state of things than before." "But," the committee continued, "as a whole, the discipline of the schools

HISTORY OF MIDDLESEX COUNTY, MASSACHUSETTS.

has been good throughout the towu, especially during the winter, and it is believed this has been the result of a less frequent resort to the birch and ferule."

As the years rolled on, the rod seems to have been less frequently used, and in the report of 1847, the teachers being those generally of experience, " the red was sparingly used," and the subject made a promi- nent topic in the report, in which it is stated that " the teacher is in school to represent the parent's kind- ness, interest and love, as well as the parent's anthor- ity," and "the teacher who takes this attitude in school, and respects the feelings of his pupils, wins their affections and gives them enough to do, in a manner to awaken their interest, will have little difficulty in the maintenance of order." An interest- ing case of discipline for that year might be cited. .

The case was one of insubordination on the part of the scholar, who was too large to be reduced to order without the determined co-operation of the parents. The committee, after repeated efforts to reclaim him to obedience, and the exercise of all due forbearance, without success, came to the conclusion to suspend him from the school for the remainder of the term. But that they might act deliberately concerning the case, which was exciting much feeling, and some threats, they availed themselves of legal counsel, through which they obtained the opinion 'of the chief justice of the Superior Court, and then acted accord- ingly. The expulsion had the desired effect ; the pupil returned to the winter school and behaved him- self with such propriety as fully to redeem his char- acter.

This circumstance is of especial interest, as show- ing the extent of the authority ve-ted in the Superin- tending Committee, and the futility of any attempt to change an adopted course of action, except through the School Committee itself. But the question may be rightly asked : Ought not a State which provides that a committee may expel a bad boy also provide a good reformatory where the boy can be sent, even before he has committed any crime, except that of wilful disobedience to authority ?

FEMALE TEACHERS AND THEIR WAGES .- Inex- perienced teachers are frequently complained of, es- pecially the females. Lack of experience is a source, at all times, of much short-coming in both discipline and instruction. But it is pleasant to note that while the committees justly complain of this deficiency, they have the grace to attribute much of it to one true cause. In 1842 they say : " Yet the public generally have established and approved a course directly cal- enlated, not only to continue, but to increase, the evil so universally condemned. It is certain instances of this kind will occur while the services of the sexes are so unequally appreciated. But a few females at service can be found that are not better rewarded than many female teachers of youth. To feel satis- fied with uncomfortable school-rooms and encourage the employment of such teachers as can be obtained

at the lowest rate, is a practice which has been some- what prevalent, consequently the wages offered to fe- male teachers have formerly been of very little induce- ment for them to make suitable preparations to take upon themselves the arduous and responsible duties of a teacher."

In the winter of 1843-44 females were employed in both the Centre and the South Schools, and the com- mittee reports : "The successful instruction and man- agement of this (the South) and the Centre School by females, has convinced the committee that ladies such as these may be more extensively employed during the winter with great advantage to the schools, since the period of instruction may be considerably pro- longed without additional expense, while the instruc- tion itself would be equally thorough. The principal objection would be probably ou the ground of govern- ment. But we feel bound in justice to them to say that in respect to good order, the schools of these ladies were not behind any other of the winter schools." As we look back upon this record through the vista of nearly half a century, the question forces itself upon us : " Where is the justice of cheapening the salary of either of these women ? Of paying them less than men teachers would have received for work no better done?" Under such circumstances what worldly incentive had the female teacher to prepare herself especially for her work, or to do her very best after she had prepared ?

But with all the hindrances incident to the times, the schools did decidedly improve, and were taking a stronger hold upon the sympathies and affections of the people generally, who manifested their interest by more liberal appropriations for current expenses and for school buildings.

TEACHERS' MEETINGS .- During the year 1850-51 a town teachers' association was formed to bring teachers and committee together bi-weekly for dis- cussing topics of teaching and government, thus giv- ing less experienced teachers the benefit of learn- ing the methods of those more experienced. The effect was very beneficial.

FROM 1852-53 To 1890 .- At the March meeting in 1852 measures were taken looking towards a radical change in the school system. Six successive articles in the warrant concerning schools were referred to a committee of eighteen citizens to report at an adjourn- ed meeting. Of this committee, Dr. Barnas Sears, then secretary of the State Board of Education, was the chairman. The committee reported in favor of abolishing the district-school system, of establishing the graded system and of authorizing the School Com- mittee to establish either one school embracing High School studies for a term of ten months, or a larger number of schools having such studies for an aggre- grate period of twelve months.

The town adopted these measures, raised the ap- propriation for the schools, and voted to build two new school-houses, one at Newton Centre and one at

NEWTON.

Newtonville. The houses were soon after erected at a cost of $9,556.

In the school year 1852-53 all the schools except that at Oak Hill came under the graded system. On account of the small number of pupils, Oak Hill con- tinned as an ungraded school, taught by a man in the winter and by a woman in the summer. The town was divided into six school districts, each containing grammar and primary grades, as follows :

No. 1, Newton Centre, including Oak Hill ; No. 2, Upper Falls ; No. 3, Lower Falls; No. 4, West New- ton, including Auburndale ; No. 5, Newtonville; No. 6, Newton Corner. Newton Corner had one interme- diate grade also.

It was arranged that the school year should con- tain forty-two weeks, divided into three terms ; the first term to begin the third Monday in April.

The list of books was revised, and measures taken for High School instruction.

ESTABLISHMENT OF THE HIGH SCHOOL DEPART- MENT .- The following is the preamble and vote of the committee establishing the first High School de- partment in the schools :

" WHEREAS, in view of the magnitude and circumstances of the town of Newton, it is obvious that High School principles ought at no dis- tant day to be furnished to more parts of the town than one, and where as it is desirable to meet, as far as possible, the wants and relations of every part of the town present and prospective, and whereas it is expe- dient that some definite arrangement in this respect be made withont delay, at least in regard to one such school-

" Resolved, that a Iligh School department be, and hereby is located by the School Committee at Newton Centre."

The new school building at Newton Centre was ar- ranged to accommodate the High School department and was dedicated Jan. 1, 1853. The school began January 3d, with Mr. John W. Hunt, formerly prin- cipal of the High School at Plymouth, as the master, selected out of twelve candidates. This department was open to pupils of the whole town. Pupils ont- side of the district were admitted on examination by written questions, being expected to read correctly and fluently, to spell words in ordinary use, to write a fair and legible hand, to have a thorough knowledge of intermediate geography and of arithmetic as far as evolution. This department was to teach the lan- guages, the higher English branches and to fit for col- lege. More than sixty pupils were members of this department before the close of the first term, and an assistant was required.

The marked enthusiasm of the teachers awakened enthusiasm on the part of parents and a hundred visitors were recorded where before scarce a parent entered. Many were present at the public examina- tion at the close of the first term of thirteen weeks. Twenty-two pupils had not been absent during the term, and the average attendance of the sixty-one pupils was fifty-seven, Six hundred dollars were sub- scribed by the citizens for useful apparatus and books, and the school made fair promise of great use- fulness.

The next year a High School department was estab- lished at West Newton, and, soon after, another at Newton Corner.

SUCCESS OF THE GRADED SYSTEM .- Theoperation of the graded system generally proved satisfactory, bearing fruit in increased interest of all classes. Out of 1015 children between five and fifteen years of age, 924 attended the public schools; abont half of the remainder attended private schools, and most of the others were under seven years of age and were kept at home.

ESTABLISHMENT OF THE HIGH SCHOOL .- With the growth of the town it soon became evident that the establishment of a school devoted entirely to high school studies was a necessity. This was urged io 1857-58 and accomplished in 1859 by a vote of the town at the March meeting of that year. Under the direction of an efficient architect and building con- mittee a fine structure was erected in Newtonville, and the school opened on the 6th of September with seventy-five pupils, under Mr. J. N. Beals as princi- pal, and Miss Amy Breck as assistant. At the close of the first year Mr. Beals resigued and Mr. T. D. Adams became principal, with Miss Breck and Miss Spear as assistants. The school was well supplied with apparatus, much being loaned from the High School department at Newton Centre. It possessed a limited supply of chemicals and some books of ref- erence, among which was the New American Ency- clopedia.

In the school report of 1861-62 can be found the course of study then adopted, the questions for ad- mis-ion and other matters of interest.

Two things are essential to the successful working of any advanced school,-a regular and systematic course of study with definite branches for each year and an exact distribution of the pupils into yearly classes. The first of these conditions the High School enjoyed from its commencement, but the sec- ond was not attained till after the fourth year. From this time the school advanced with little friction. In 1865-66 a valuable addition of standard works was made to the library, comprising forty-two volumes in history and the natural sciences, and all necessary appliances were freely given as required.

At the close of the summer term, in 1866, a great loss was experienced, not only to this school, but to all the city schools, in the death of Dr. Henry Bigelow, chairman of the School Committee, and the great central force in the school organization. One day's examination of the school was omitted that teachers and pupils might join in the public obsequies and pay their last tribute of respect to the honored dead.

The first decade of the High School, was completed in 1869; the condition of the school was most satis- factory ; the school building was enlarged, the force of teachers doubled, the pupils reached nearly one hun- dred and fifty in number and the course of study was greatly amplified. Fifteen pupils graduated on exam-

HISTORY OF MIDDLESEX COUNTY, MASSACHUSETTS.

ination day, making sixty-one graduates since the |1861 with the object of continuing the friendships commencement.

During the first years of this decade frequent changes in principals had been made, which were un- favorable to discipline and progress ; but now, at its close and at the commencement of the second, there seemed to be a fair promise of uniform progress under one competent guiding mind, that of Mr. Francis A. Waterhouse, from Augusta, Me., who had had charge of the school since 1868, and had already attained to eminent success in its arrangement.

In 1873 the committee adopted a modified plan of studies, consisting of three courses, with a large num- ber of electives in each course. The minimum of recitation hours entitling one to a diploma was twelve hours a week,-one in singing, two in drawing and nine in studies which were more difficult and de- manded careful preparation. Provision was also made for special students. This new arrangement of courses proved very attractive and a large number of pupils were in attendance. In 1875 a business course was added, making four courses in all-the classical, general and business courses of four years each, and a limited three years' course, which was, in effect, simply the first three years of the general course, provided for such as could not remain longer.

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History of Middlesex County, Massachusetts, with biographical sketches of many of its pioneers and prominent men, Vol. III, Part 14

Author: Hurd, D. Hamilton (Duane Hamilton) ed Publication date: 1890 Publisher: Philadelphia, J. W. Lewis & co Number of Pages: 1278

Author: Hurd, D. Hamilton (Duane Hamilton) ed
Publication date: 1890
Publisher: Philadelphia, J. W. Lewis & co
Number of Pages: 1278