History of New Bedford and its vicinity, 1620-1892, Part 58

Author: Ellis, Leonard Bolles
Publication date: 1892
Publisher: Syracuse, N.Y., Mason
Number of Pages: 1170

USA > Massachusetts > Bristol County > New Bedford > History of New Bedford and its vicinity, 1620-1892 > Part 58

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! This was the " green school-house on Charles [now High] street," more recently known as the Kempton Street School-house, till demolished in 1871. The lot then cost $400.

611

ESTABLISHMENT OF THE HIGH SCHOOL.

By a law enacted in 1826 towns containing five hundred families were requested to maintain a town school of the kind now called the high school, but differing from the old grammar school in omitting Latin and Greek. Towns of four thousand or more inhabitants were required to maintain a higher grade of high schools in which the classic languages were to be taught. Thus the Commonwealth had incorporated upon its old plan of preparatory schools, a new element borrowed from Boston, which town had, in 1821, established its High School for Boys, and in 1825, its Girls' High School. The latter was given up after a single year, however. New Bedford very promptly obeyed the new legisla- tion, and at the town meeting of 1827 established its High School. It would be interesting to know whether this was not the first town to comply with the new law.

The High School opened June 11, 1827, in the " green school- house," the newest and best in the town. John F. Emerson, previously for six months an assistant in the Friends' Academy, was chosen principal and twenty-two pupils were admitted.I

From the beginning the school was successful, and though the limit of attendance was raised to forty, applicants were far more numerous than vacancies. Sometimes a dozen were examined to determine who should have a single vacant desk. The very popularity of the school, however, excited jealousies, which, combined with older prejudices about public education for children whose parents were able to pay tuition, led to the abolition of the school in 1829. The Legislature of that year had made the high school law permissive instead of manda- tory. Thereupon an earnest agitation arose in this town concerning the High School. The question of its retention was hotly debated in the New Bedford Lyceum. When the town meeting of 1829 came the contention waxed warm. Timothy G. Coffin led the forces of the adherents of the school and was supported by James B. Congdon. The opposition was led by Dudley Davenport, whose feeling had been strongly aroused by certain limitations on admission to the school.

! They were: George A. Bourne, George O. Crocker, William S. Crocker, Horatio A. Kempton, Alden B. Quimby, Frederic R. Sullings, Abby I. W. Bourne, Ann Maria Bourne Harriet Bourne, Emeline Case, Eliza S. Coggeshall, Catherine G. Coombs, Caroline Crocker, Elizabeth Crocker, Sarah Ann Cross, Mary N. Hillman, Esther Holmes, Ann E. G. Kempton, Jane S. Smith, Mary R. Taber, Caroline N. Thornton, Rebecca S. Williams.

612

HISTORY OF NEW BEDFORD.

The supporters of the school had the weight of argument, but their opponents had the votes, and the school was abolished.

Mr. Emerson immediately opened a private school under the same name, the New Bedford High School, which was well supported for eight years.

In the spring of 1836 the advocates of a public high school secured a vote of the town investing the receipts of the State fund until the in- come from the invested amount, and the annual receipts from the State fund, together, should provide enough to support a high school.

Soon after, in the same year, the revised statutes were enacted, which made high schools mandatory in places as large as New Bedford. There- upon the school committee reported in 1837 in favor of establishing " a school for the education of youth in the higher branches of learning." The town responded favorably with an appropriation, and June 19, 1837, the High School was reopened with John F. Emerson as prin- cipal and Amelia F. Baylies as assistant. To avoid the odium of the old name, however, it was termed the Public Grammar School for some five or six years. It was held in a building known as the Elm Street Academy, 1 and opened its sessions with sixty-two pupils selected by examination from over a hundred applicants.

The year 1829, which saw the abolition of the first High School, revealed a strong interest in lower schools. The restriction by which children under six years of age were kept out of school was removed, and additional provision was made for infant schools. A separate school for colored children was established, and plain sewing was intro- duced into one of the schools by vote of the school committee, which then had nine members. There were five schools taught in the place throughout the year.

The year 1837, which witnessed the re- establishment of the High School, was one of renewed interest in all matters pertaining to public education. By recommendation of the committee the " district system" was succeeded by the " town system" of management, though the school buildings remained the property of the several districts for a few years longer. There was also a readjustment of the salaries of teachers, and the

1 The building subsequently degenerated into a bowling alley and was destroyed in the great fire of 1859. Its site was on the south side of Elm street, a short distance above Pleasant street.

613

GRADING OF SCHOOLS.

adoption of a body of regulations for the schools, including a course of study for the "Grammar School."

In June, 1843, the public schools, which had hitherto been practically ungraded, except the so-called " Grammar School," were organized into four grades : " the Primary schools, for children between four and seven years of age ; the Intermedial schools, for those between seven and ten years ; the Grammar or Common schools, for those over ten years of age; and the High School, or that provided by law for the use of the whole town, which receives all pupils over twelve years of age, who, upon examination, are qualified to enter it." There were then six pri- mary schools, nine " intermedial" schools, seven grammar schools, and one high school. The School Committee, then thirteen in number, also issued a revised list of regulations.

In the course of the next year, 1844-5, the Middle Street school- house was built, the first brick school-house in the city, at an expense of over 10,000 dollars, and the upper floor was occupied by the High School, while the lower was given to the Boy's Grammar School, form- erly held in the " green school-house." The schools outgrew this build- ing in a score of years and in 1868 it was enlarged and improved at an expense nearly double its original cost. In 1876 it was given up alto- gether to the Grammar School which now occupies it. The High School continued to flourish in its new quarters on Middle street with a steady increase of numbers and power. In consequence of failure of health, the first principal, Mr. Emerson, retired from service in 1861. His suc- cessor was Charles P. Rugg. In 1876 the school entered its present building, which occupies a whole square and cost, with the lot, $120,- 000. Mr. Rugg continued in charge of the school till the summer of 1886. Thus for the first fifty-one years of its history (1827-9, 1837-86) the New Bedford High School had but two principals. The present principal, Ray Greene Huling, received his appointment in 1886.

The Middle Street Grammar School was formed as mentioned above, by the transfer of a school from Charles street, in 1845. It has had as principals, Benjamin Evans, Woodbridge R. Howes, Luther L. Smith, Benjamin Evans (again,) James L. Barrell, Ivory S. Cornish, James M. Bunker, Dudley N. Griffin, George B. Buffington, Samuel Harrington, David A. Caldwell, M. C. Rodgers and the teacher now in charge, George H. Tripp, whose first election was in 1881.

614

HISTORY OF NEW BEDFORD.

The Parker Street Grammar School was organized in June, 1853. The building had been completed in that year at a cost of about $13,000, but has since been altered and enlarged. It has had but two principals, Ebenezer Hervey and Charles E. E. Mosher. The latter has been in service at this school since 1864.

The Fifth Street Grammar School was organized September 1I, 1860, by the union of the Bush Street and Dartmouth Street schools. Some three years later the Grove Grammar School was also merged in this. The building was completed in 1860 and enlarged in 1874. Its cost, as it stands, has been about $47,000. Its several principals have been Sylvander Hutchinson, James S. Barrell, Charles F. King, H. F. Warren, Walter S. Parker, and the present incumbent, Allen F. Wood, whose election dates from 1872.

For several years previous to 1844 it was made the duty of the secretary of the school committee to visit all the schools in the central part of the town once a month, and those more remotely situated, once a quarter. In the year named this duty was transferred to the chair- man. This official was Thomas A. Greene, a public spirited citizen, who gave to his duties on the school board as much time as any teacher to his school. This method of supervision continued until 1847, when, upon the organization of the enlarged committee, sub-committees were formed to inspect the various grades. This plan has never been abandoned, but after a few years it was felt to be insufficient, and an agitation began, as early as 1854, looking toward the appointment of a superintendent of schools. Success was not attained until 1861, when an appropriation was secured and Abner J. Phipps was elected to that office. To him was entrusted, under the direction and control of the board, the care and supervision of the schools, and, consequently, the principal labor of visiting and examining them. In 1864 Mr. Phipps resigned his position, to take a similar one at Lowell, and Rev. Henry F. Harrington was chosen to be his successor. His is a name which will long be associated with New Bedford public schools in the minds of educational students everywhere, for in his series of annual reports- twenty-two in number-he made such contributions to educational literature as to give to himself and the New Bedford schools even a European reputation. It was his custom to make hisannual reports the

615

HARRINGTON TRAINING SCHOOL.

occasion of comment on correct theory and practice in school education. Possessed of keen observation and a facile pen, he never lacked readers, and came to exert a wide influence. Though the infirmities of years increased upon him, as secretary of the various sub- committees he still guided the course of the schools when unable to exercise a close super- vision over them. Meanwhile his very weakness induced these sub- committees to be especially careful in their inspection of the schools. His service to our city was closed by death in the summer of 1887. His successor, the present superintendent, is William E. Hatch, whose election occurred in the spring of 1888. Within the last decade the work of superintendent in this city has become much more arduous and varied than formerly. The multiplication of schools, teachers and pupils incident to the constant growth of the city, and the operation of the Free Text Book law, by which is necessitated the purchase, distribution and care of a vast amount of supplies, together with the more frequent meeting of the sub-committees, have combined to make " the care and super- vision of the schools " a laborious and complicated duty.

One department of the public schools of recent addition is the Har- rington Training School. For many years it had been felt that the method of recruiting the teaching force of the city was inadequate. In 1889, on the completion of a new and elegant school building, a Training School was established, in which two experienced teachers instruct and guide groups of pupil- teachers in a course of mingled study and practice, based on the principles of education and the methods of teaching common school studies. Pupils of the first six years of school life are included in the school organization, to give opportunity for school-room work. Graduates of high schools and normal schools are admitted as pupil-teachers, on examination, in each September and February. The course covers a year and a half. After six months these pupil-teachers receive pay. The school is doing much good in preparing skilled teachers for our elementary schools.

Public evening schools for adults were authorized by law in March, 1847. In December, 1848, the first were opened in New Bedford, one for "males," with H. W. French and Cyrus Bartlett as teachers, and one for "females," with Onslow Hemenway and Mary T. Congdon as teachers. The enrollment was then 127 males and 154 females. These

616

HISTORY OF NEW BEDFORD.

schools seem never to have been discontinued. At first and for a long time they were devoted to the common school studies, as they still are in the main ; but later, special schools in drawing have been added. In the last year there were five elementary evening schools with forty- eight teachers, and a drawing-school with three teachers. The total enrollment of pupils was over 2,100.

There are several school buildings in the city which in a fuller ac- count of the school department would demand a prominent notice. These are the Cedar Grove, Acushnet Avenue, Thompson Street, Max- field Street, and I. W. Benjamin schools, all of which are modern in their appointments and a credit to the city. There are several other buildings, however, which must soon give way to the march of im- provement, as the needs of the schools press upon public attention. By the latest school report it appears that we have twenty-two school buildings, with 142 rooms; of these rooms twenty-three are occupied both day and evening during the winter. These buildings furnish 6,090 seats.

The total enrollment of pupils in the public day schools for the year 1891 was 6,383, an increase of 530 over the year preceding. There were also in attendance on private and parochial schools, according to the census reports, 1,866 pupils between five and fifteen years of age. These reports give also the statement that 1,359 children between the same ages were in attendance on no school. As the age of compulsory attendance in this State is from eight to fourteen, doubtless the above report of non-attendance includes children under eight whose parents have not yet placed them in school, and those over fourteen who have completed their school-time under the law. The superintendent seems justified in his belief that the number of pupils in this city who evade the laws relating to school attendance is very small.

The system of public schools in operation in our city, therefore, is a very comprehensive one. It admits the pupil at the age of five and sends him progressively through the primary, intermediate, grammar and high- school grades, whence he should in due order graduate at the age of eighteen. It further supplies a limited number of selected pu- pils with training for the teacher's position for an additional year and a half. It also provides ungraded schools for the less populous portions

617

THE SYLVIA ANN HOWLAND FUND.

of the city and for those pupils whose schooling must be fragmentary. It supplements these educational opportunities by opening evening schools for those who must use the day for labor. And in all these schools it supplies without cost to the pupil or his parent the building and its appointments, the instructors, and all books and other supplies needed to conduct the work of education. In this way the good people of New Bedford in their corporate capacity are providing for the intel- ligence of our future citizens, and so far the perpetuity of our political institutions.

But in addition to all this, the children of New Bedford and their teachers have one especial advantage in their public education which make them privileged beyond most others, even in this favored Com- monwealth. This is the existence of the Sylvia Ann Howland educa- tional fund. This fund was created by a bequest of the estimable lady whose name it bears, and amounts to $50,000. This sum is so invested as to yield an annual income of $3,000, which is under the control of the School Committee to be "expended and used for the promotion and support within the city of liberal education." But the ordinance by which the School Committee was made trustee, provided that no act of the School Committee should allow the application of any part of the income from this educational fund to supply any deficiency which may at any time exist in the appropriation of the city for the ordinary purposes of the schools. Thus the board is free to provide what may be termed the luxuries of education in much greater profusion than otherwise would seem just to the taxpayers of the city. The trust has now been administered with great wisdom for more than a score of years. In every school building may be seen appliances derived from this source which tend to chasten and refine the taste, to cultivate habits of observation, to enlarge the scope of instruction, and by making school-rooms pleasant and school-hours happy, to regulate the feelings of pupils, improving morals and confirming characters on a purer and sounder basis. There is no doubt that the presence of this fund is a constant aid to the efficiency of the public schools. In particular each teacher is made to feel that whatever he can demonstrate to be of genu- ine value for his school will be generously placcd at his service.

618

HISTORY OF NEW BEDFORD.

By way of review we may say that in a humble way public education was attempted at the very origin of the town of New Bedford, that sub- sequently it fell into decay and degenerated into the mere support of pauper schools, but that in 1821 its scope was again made general and its management became democratic. We observe that in 1837 the con- trol of schools was assumed by the town, that in 1843 the schools were graded, and that in 1848 supervision of them began to be systematized. The High School dates from 1827, with a gap in its history from 1829 to 1837; the schools of the primary, intermediate and grammar grades developed out of ungraded schools as early as 1843 ; and special schools, like the mill schools, the evening schools, and the training school, were added to the general system as need for them was felt. The early schools were confined to the elementary subjects of study, but as early as 1824 secondary subjects were matters of public action. Sewing was introduced in 1829, drawing was taught in the High School in 1837, and music came in with Jason White in 1856. Written examinations are first mentioned in 1845. The schools of this community in respect of subjects and methods of instruction, as well as of buildings and ap- pointments, have been kept in close touch with modern improvements, and have ever borne a good name when compared with those of other American communities similarly situated. They have had the generous service of three generations of earnest citizens as committeemen and of a host of faithful teachers. They have educated a vast army of chil- dren, many of whom have done valiant service in times of peace and of war, and who constitute a most valuable element in the community as it exists to-day. The following table shows that the city has had to pay an increasing price for its ever-increasing prosperity and its enlarg- ing population, but close observers of public interests will unite in de- claring that our public schools are worth all they cost, for education is indeed " the cheap defense of nations." And never did nation or local community need the assimilating efficacy of public education more than our own noble nation and our own loved city.

619

THE SWVAIN FREE SCHOOL.

COST OF NEW BEDFORD PUBLIC SCHOOLS.

1848

$20,571 17

1863

832,154 59

1878

$84,119 31

1849

24,658 62

1864

39,617 01

1879

75,341 15

1850

22.754 80

1865

40,193 40

1880

71,430 37

1851

24,992 15

1866

51,379 95

1881

61,504 70

1852

30,774 19

1867

57,421 81

1882

76.866 07

1853

37,297 35

1868

56,598 94

1883

77,565 61

1854

40,347 29

1869

62,259 56

1884

86,888 90

1855

35,698 71

1870

62,392 47

1885

94,301 93

1856

49,939 34

1871

62,862 05

1886

01,375 84

1857

49,530 86

1872

68,819 80

1887

98,575 50

1858

47,924 20

1873

69.940 18

1888

100.033 05

1859

46,337 42

1874

71,442 75

1889

106,292 89

1860

45,329 60

1875

77,715 09

1890

113,410 19

1861

43,590 09

1876

78.528 76

1891

121,410 94

1862

40,054 33

1877

81,376 53

The Swain Free School.1-William W. Swain was born in Nantucket, January 20, 1793. He was the sixth of nine children of Thaddeus Swain (son of David Swain) and Martha Hussey. In November, 1800, the family moved to New Bedford and occupied a house which they had built on Bridge street. The house still stands on the northeast corner of Middle street and Acushnet avenue. William W. Swain married, October 27, 1818, Lydia Russell, the daughter of Gilbert and Lydia Russell. Of the two children of this marriage, one died very young, the other, Robert, was born February 21, 1823, and died in Harrisonburg, Va., June 15, 1844. An invalid from his ninth year, he had, nevertheless, studied diligently, had attended Phillips Exeter Academy and was graduated at Harvard University. He had borne his affliction bravely and had won friends wherever he went. The father and mother live again in the boy's letters. These were printed in a " Memoir of Robert Swain, Boston, James Munroe and Co., 1847." The Rev. John H. Morison, of Boston, an intimate friend of the family, writes thus of Mr. Swain in a recent letter:

" He always had a great love of boys and girls. When his son, so- full of promise, died, and he was left very desolate, his thoughts turned more and more earnestly towards some scheme by which he might help to make life more rich and valuable to those who should be born in the neighborhood where he lived. Gradually the idea of a school shaped

I Prepared by Andrew Ingraham, master of Swain School.

620

HISTORY OF NEW BEDFORD.

itself in his mind. He loved to think of the house in which he lived and which no lineal heir of his should animate, as the home of boys and girls who there under the happiest circumstances should pursue their studies and prepare themselves for lives of intelligence and use- fulness. In all this he had the hearty sympathy of his wife; and the feelings with which they had once looked forward to their childless home were, I am sure, greatly relieved, and gladdened by the prospects thus opened before them."

Mr. Swain had retired early from business, still retaining, however, some interests in oil and shipping. His office was near the foot of Middle street, and a little to the north of it. In 1833 he was agent for James Temple Bowdoin, esq., who at that time owned the island of Naushon. In 1843 in company with Mr. John M. Forbes, of Milton, he bought the island; but in 1857 he sold his interest in the purchase to Mr. Forbes. It was the possession of this island and the custom of passing there six months of every year that gained him the familiar appellation of "Governor" Swain. Mr. Swain died September 20, 1858. Mrs. Swain died December 25, 1878, at the age of eighty-five.

In accordance with the terms of Mr. Swain's will, dated April 7, 1857, his executors transferred, upon Mrs. Swain's death, the house and land - on the corner of Hawthorn and County streets, which had been the family residence, to the trustees who had been appointed by the Probate Court under the will, namely, Lincoln F. Brigham, William W. Crapo, Edward D. Mandell, Andrew G. Pierce. The others named in the will had died: John H. Clifford in 1876; John Weiss in 1879; Edward L. Baker in 1878; Joseph G. Grinnell in 1873; Charles R. Tucker in 1876, and Joshua C. Stone in 1869.

In 1880, Charles W. Clifford, William J. Potter, Charles H. Pierce, and Edmund Grinnell were chosen members of the Board of Trustees. The will had also designated as trustees, the " Mayor of the City." The Supreme Judicial Court, on appeal, decided that the phrase should mean the person who was mayor at the time of Mr. Swain's death, and accordingly George H. Dunbar was appointed trustee. The act of in- corporation was secured in 1881, and Francis T. Aikin and C. B. H. Fessenden were elected to complete the number of trustees specified by the will.

621

THE SWAIN FREE SCHOOL.

What should the trustees do? Fortunately the testator himself, by the very terms of the will, and more particularly by the codicil of April 26, 1858, had shown his foresight of changed conditions. Indeed, the courts of Missachusetts have favored that interpretation of the language of public bequests which recognizes that testators have some knowledge of the nature of human affairs. Twenty years had passed since the death of Mr. Swain. The city schools had reached a high grade of efficiency and there were flourishing private schools. The field seemed to be already occupied. What was to be done?

The solution of this problem was due to the sagacity of the Rev. William J. Potter. He conceived the idea of university extension be- fore that phrase was heard among us; or, rather of something that contained the essential element of university extension; of something that competent judges have pronounced better than university exten- sion ; of something, however, that may be worked in harmony with university extension-of a permanent local institution for higher edu- cation, not a fitting school, necessarily, to prepare the young to pass a definite examination ; not a training school, necessarily, where constant practice for many hours a day and for many days in a year must be enforced to insure quickness and accuracy in doing something useful. These things might be secured incidentally, but the main purpose should be to furnish opportunities for culture to those who either had, or wished to have, the sentiment and the idea of culture. Culture con- sists in perpetual growth toward certain ideals; and this growth is necessarily slow. Unforced, unhurried, undisturbed, it remakes life out of life by revealing the mainfold interpretations of familiar experi- ences. It can not be manifested in examinations and exhibitions, in certificates or diplomas, in show or publicity, in any one decision or act. It is the attitude of a mind that would fain unsphere the spirit of Plato indeed, but renounces all hope of ever doing that, except by the patient learning of the many meanings of some formulas of chemistry, equations of algebra, propositions of geometry, rules of grammar, facts of nature or movements of mind. The A B C's, the pot-hooks and trammels, the two-times. two, the simplest manipulation of the easiest trade, become intellectual processes.

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History of New Bedford and its vicinity, 1620-1892, Part 58

Author: Ellis, Leonard Bolles Publication date: 1892 Publisher: Syracuse, N.Y., Mason Number of Pages: 1170

Author: Ellis, Leonard Bolles
Publication date: 1892
Publisher: Syracuse, N.Y., Mason
Number of Pages: 1170