USA > Massachusetts > Middlesex County > Wakefield > History of Wakefield (Middlesex County) Massachusetts, compiled by William E. Eaton and History Committee > Part 11
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Lincoln
Greenwood
1
Warren
Franklin
Hurd
Montrose
St. Joseph's
CHAPTER EIGHT
Education
Dame Schools - "English" Schools -- "Grammar" Schools Buildings in Order of Construction - Evidences of Progress
To the community that has been successively Reading, South Reading and Wakefield, the education of its youth has been, and continues to be, a matter of supreme importance. The story of educational progress in the town over its 300 years of life might well occupy a book as large as the history in which this brief chapter finds a place. Such a history would record facts about school buildings; their locations; replacements of them; and courses of study-from three R's in the "English" schools, to the highly developed curricula of today. Facts about increase in registration from a dozen or so to over 4,000 (1931); about appropriations beginning with £7 and rising to $310,853.67 in 1944; about boys and girls trained to good citizenship, many of them worthy and selected for positions of dis- tinguished service; and of the noble army of teachers, supervisors and in- structors in special subjects, whose supreme interest over the years has been the growth in knowledge and wisdom of the youth of Reading, South Reading and Wakefield-all these would be included in the chapter we would like to write. It is only limitations of space that make it impossible to relate this story in all its valuable detail.
The earliest mention of instruction or teaching in the records is made in 1690. The question as to why the little community went along for more than 40 years without any provision for teaching is a natural one. Reasons are not difficult to assign. Here were pioneer conditions-the necessity of clearing the land of forest; of making farm lands ready; of contending with illness, perhaps with Indians and wild animals; and with a climate more severe than that of the native England.
But it was also no doubt true that the intelligence of these early settlers was more than adequate for teaching; and that instruction was given to boys and girls in their homes about their firesides.
The first teaching in groups was done in the so-called dame-schools, held in the private homes. We like to think of the prim little ladies, knit- ting and teaching and admonishing.
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HISTORY OF WAKEFIELD, MASSACHUSETTS
The free school started off well, with Nicholas Lynde, a Harvard graduate of 1690, as the first teacher. Master Lynde was the only teacher in the whole town. He gave three months to what is now Wakefield, two to what is now Reading and one to North Reading.
It is not known where the first school was erected; but in 1707 the selectmen were asked to consider whether the "school house should be removed." This building (presumably the second. Editor.) a small one, stood upon a portion of our park, a little northerly from the Congrega- tional Church. It served until 1799.
Probably this same Master ·Lynde "began his teaching," as we would say, in a private building or house. The evidence of this fact is a town vote in 1694 to "pay 2s 9d to repair the house in which Mr. Lynde keeps school."
In 1799 the First Parish built three new school houses and purchased a fourth. The school house in the Centre district measured 28 x 24, with a 12-foot stud and cost $500. It stood at the northerly end of the Com- mon, and there was a blacksmith's shop nearby.
We would like to set down in some detail just how our school system was developing in the difficult years of the 18th century. The troubles in the Colonies incident upon the French and Indian wars; the unrest that pervaded them in the years before 1775 and 1776; and the long years of the American Revolution-all these must have affected the little com- munity by the two lakes. There were years, apparently, when the town, at least, made no appropriations for schools.
But in 1791, obedient to the statute of 1789, the town voted to estab- lish a grammar school, to be kept "near the meeting house in the First Parish ... ," in which "ancient languages and the higher branches" should be taught.
The early records speak of "English" schools, and "grammar" schools. The former correspond, we believe, fairly well with the modern grade schools, while the latter featured the teaching of languages, the sciences and so on, as in the modern High School.
A concise statement about the support of schools in the earliest years is difficult to make. From 1693 to 1720, the town apparently hired the teachers and paid them. "From 1721 to 1778 the care and support of the schools seems to have devolved upon the separate parishes." The date when the town "took over" will be found in a later paragraph.
Coincident with the vote to establish a grammar school a vote was passed not to raise any money to "hire school-dames." But this vote was disregarded as soon as 1793. In 1792 a School Committee was chosen by the town for the first time; and in 1795, the first school report was
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issued; but "the first report that appears on the record was made in 1798 and was as follows: 'That the Committee have visited the several schools and have the satisfaction to observe that our youth have made proficiency equal to our expectations.' "
The report of 1803 contains this flattering comment: "The Committee ... wish to report that the behaviour of youth, while in their visitations was decent, and their improvements are such as does them great credit, and much to the honor of the town." Hon. Lilley Eaton. History of Read- ing, pp. 247-8.
The town of South Reading (1812) assumed ownership of the school houses that had been built by the parish, when the parish included the entire population. Thereafter the school houses were built by the town and the town raised the money for the payment of teachers and incidental ex- penses and divided it among the districts (or wards). The committee, called prudential, selected and contracted with teachers. Then in 1826 a committee of "superintendence and examination" was provided for.
We would like to take our readers in leisurely fashion along the way of education in South Reading from 1812 to 1874; and then over the widening road to the end of the 19th century, and so out into the broad highway of twentieth century education in Wakefield. The most that we can do is to draw the attention of readers to various aspects of our subject that are the signs of progress along the way.
'We offer to you now, as such, some "Miscellaneous Items," all drawn and properly documented, from records. Some of them are amusing. Even so, taken as a whole, they indicate progress, and always an earnest desire on the part of the administrative bodies-prudential and superintending committees-for the progress of the youth.
MISCELLANEOUS ITEMS
"In 1647 Massachusetts passed the first act making the support of public schools compulsory and education universal and free."
In the records of the School Committee in the years from 1835-1839 are recorded month after month, votes phrased like this-"approved and examined the literary qualifications of Miss" So and So. And often this vote was followed by the pleasing statement, "Approbated the qualifica- tions" of this same Miss So and So.
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These records are in an excellent state of preservation in their tall ledgers. The handwriting, in ink now fading, of the various secretaries is all beautiful and even, and sometimes done with many flourishes.
"Visiting schools" was an important part of the duties of the School Committee. For example it is recorded that on February 17, 1842, occurred the "final examination of the infant department of the Centre School." Fancy an oral examination of the infant department!
NOT SO NEW! On April 15, 1843, "the Committee met in the after- noon to examine the qualifications for Teachers of the following ladies :__ ' Here follow the names of several young women. The record continues: "The last four Ladies are Normalites fresh from Lexington, from whom we expect progressive schools." (The first Normal School was located in Lexington.)
In 1835. Voted "that the 1st, 2nd and 3rd classes be allowed to read twice daily and the remaining classes and scholars"-(please note)- "scholars in the Alphabet 3 times."
How FAMILIAR THIS SOUNDS, DOESN'T IT? "Your Committee of last year called your attention to the great number of absences, and the practice of many pupils of leaving school just before its termination." And again, "The teacher had a desire to do good and strove to benefit her School. She taught thoroughly but advanced her pupils moderately."
Following a statement of somewhat unfavorable comment about teachers in a school, an exception was made "of a few of the larger teachers."
The eight-page report of the School Committee in 1844 is a little, brown, printed document on 6 x 8 paper. "Schools kept" 26 weeks of the year, and the names of them were odd enough here to be recorded: Senior Centre, Junior Centre, North School, South School, East School, West School and Little World School. These were the days when the School Committee visited each school at the close of the school year and gave oral examina- tions; and their estimate of each teacher's work was stated in the report. "Notwithstanding the many defects which now exist, the Schools are in a state of advancement," says the 1844 Committee.
The school in Little World, (our present Woodville) receives extra- ordinary praise. The Committee states "This School was characterized by industry, obedience, system, good discipline, faithfulness, promptness, energy, and laudable improvement." And again in this same report of 100 years ago we read "Your Committee in their monthly visits, as they have
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bestowed commendation when deserved, so have they not failed to point out ... the errors which should be shunned."
June 12, 1847. The record of the School Committee on this date states that "the member of the building committee in each ward respectively be authorized to move the old school house in his ward, if necessary, in order to set the new house." Do you get the picture?
In 1856. Lynnfield pupils are permitted to attend the school in the East District in So. Reading, "agreeably to such arrangements and terms." This last phrase is not too clear, perhaps, but the first portion of the sen- tence is pleasant proof that Lynnfield boys and girls (in recent years, of course, High School boys and girls) have been coming to Wakefield schools over a space of 88 years, though perhaps not continuously.
1857. "Boys and girls shall have separate recesses of ten minutes each, once in each half day."
November 9, 1858. Miss H -- of the Greenwood School, prof- fered a written request to be excused from a public exhibition of the school under her charge, . .. because of "her own feeble health and an interruption of the School by the removal of the School house." The pic- ture is an odd one of the school building, slipping away somehow from the teacher and leaving her stranded. But some proper arrangement must have been made, because in the 1860-61 report we read that the teacher in the Greenwood School received "Wages, $6 per week."
1861-2. Here are some of the topics discussed in the report of this year: Home Influence, Discipline, Behaviour, Character, Neatness, Tru- ancy, Absence-and-(appropriately enough in this first year of the Civil War) Our Country.
These topics were discussed in earnest, rather lengthy essays, and car- ried numerous quotations in prose and poetry. Throughout is expressed a great desire for improvements in all these "areas" in the life of boys and girls. 1863-4. (In the midst of the Civil War) "Notwithstanding the unparalleled tax upon the physical and pecuniary resources of the people consequent upon the base rebellion now existing in the land, by the great liberality of the town, our schools have been well maintained, and the schools are generally in a prosperous condition."
For the remainder of the space allotted to educational progress, we are obliged to offer our story in the form of topics, instead of as a running and fairly chronological outline. We believe, however, that even in this form, the evidences of progress will be apparent. .
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HISTORY OF WAKEFIELD, MASSACHUSETTS
THE SOUTH READING ACADEMY
In the 1820's two new school buildings and the South Reading Academy were constructed. In the speech of today, this academy was a preparatory school for the Theological Seminary in Newton. While it flourished not more than 15 or 20 years, it did raise standards and create desire among the youth for higher education; and it certainly hastened the establishment of a public High School.
THE HIGH SCHOOL
The High School was established in 1845, when South Reading fam- ilies numbered but about 300, and the inhabitants were persons of moderate means and incomes. Public High Schools in the city of New York were not established until about 1895. Ours in Wakefield preceded those of the met- ropolis by half a century.
The High School occupied first a small building 20 x 30 on Lafayette Street. Later it occupied one of the two buildings, which, before the present Lincoln School was built, stood on the ground of that building. The hill was known as Academy Hill.
The High School struggled for existence during its first years, when the early attendance was 28-hardly as many as occupy a single classroom in the High School today. A slightly later record says that the "High School scholars-please note the word 'scholars' -- numbered 39."
Eaton's History notes that the town was fortunate in the first teacher of this school. His name was James F. Blackinton, and he is characterized as "well learned, wise, prudent and conciliatory, a most skillful and popular teacher." Here indeed was an auspicious beginning. Mr. Blackinton has been succeeded, in the century that followed the establishment of the High School, by scores and scores of men and women teachers who merit these same words of commendation. We greatly wish that their names could be set down.
In 1860 a three-year course was adopted and the first class numbering twelve-nine girls and three boys-was graduated in 1863.
As this History goes to press, there still lives a member of this first graduating class-Laura Louisa Eaton Keith; and proud she is to have this distinction. And the High School is proud to have her as an honored alumna.
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WAKEFIELD HIGH SCHOOL
THE HIGH SCHOOL CADETS
In October, 1885, the boys of the High School formed a military com- pany and entered the Second Massachusetts School Regiment. With the cadets from Reading and Andover, they formed a battalion. Local military men were drillmasters and in later years officers of the U. S. Regular Army were instructors. For many years the companies of High School cadets that made up the Wakefield battalion held spring prize drills in the Town Hall, and then on the Park. The heart of many a former High School girl who reads these lines has fluttered at the comely sight of the W. H. S. cadets.
Military drill was given up in 1931, owing to crowded conditions in the school, and a consequent over-crowded program.
With the entrance of the United States into the second World War, because of the fact that military training would be of value to young men entering the service, it was resumed and required of boys in the Junior and Senior classes.
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HISTORY OF WAKEFIELD, MASSACHUSETTS
SCHOOL BUILDINGS
For future reference by the historian, let us say, of 1994, we here set down the names of the school buildings in Wakefield, with the dates of their construction :
1. The West Ward School, Built in 1847.
2. The Hamilton School, Built in 1883.
3. The Lincoln School, Built in 1892.
4. The Warren School, Built in 1897.
5. The Greenwood School, built in 1897. Enlarged and remodeled in 1902 and again in 1924.
6. The Hurd School, Built in 1899.
7. The Franklin School, Built in 1902, remodeled and enlarged in 1925.
8. The Montrose School, Built in 1918, enlarged and remodeled in 1930.
9. The Woodville School, Built in 1920.
10. The High School, Built in 1922, opened June 4, 1923. One building is 97 years old.
One building is 61 years old.
One building is 52 years old.
One building is 46 years old.
One building is 45 years old.
Four of the ten buildings belong to the 20th century. All of them are in use in this tercentenary year, save the Hamilton School. This building remains, however, in the control of the School Department. The first four schools and the sixth named in the list remain, as far as enlargement is concerned, of their original size, though numerous interior changes have been made.
ST. JOSEPH'S SCHOOL
St. Joseph's Parochial School was erected and opened in 1924. Be- ginning with the lower grades, it added the next grade or the next two grades year by year, until it attained the full quota of eight grades. The grades are taught by the Sisters of St. Joseph, the school is in direct charge of Rev. F. J. Halloran, rector of St. Joseph's Church, and under the supervision of His Eminence William Cardinal O'Connell.
This school, as a building, is a handsome structure and a distinct addition to the street on which it is located, and to the town. As a centre of education for the pupils who attend it, it has been from the beginning important and efficient.
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SUPERINTENDENTS
Wakefield made an important forward step in 1893, when the appro- priation by the town for the School Department included a sum for the salary of a superintendent. The superintendents and their terms of service are as follows:
Charles E. Hussey, 1893 to 1899.
Ulysses G. Wheeler, September, 1899 to August, 1902.
Alfred Thompson, 1902 to 1905.
Jacob H. Carfrey, September, 1905 to June, 1911.
Willard B. Atwell, July, 1911.
Professionally trained and experienced as educators, these men have initiated and carried out innumerable projects which have assured the continual progress of the schools of the town.
SIGNS ALONG THE HIGHWAY IN THE 20TH CENTURY
1910. Appropriation for public schools, $62,902.80.
1911. High School accommodations not adequate.
1913. Two sessions in the High School because of crowded conditions. Home Gardens a prominent activity.
1917. The keynote this year was "Education Should Not be Neglected Because of the War." Topics outstanding, "War Work in the Schools." "Liberty Bonds."
1918. Three weeks and two days lost because of the flu epidemic.
1920. Plans made for the financial recognition of professional advance- ment.
1921. Evening school registration, 211.
1923. The High School opened and used during a portion of June.
The pupils of the eighth grades, with the exception of those in the eighth grade of the Greenwood School, united in the former High School building, which quickly became known as the Lafayette School. Departmental teaching here.
Wider use of school buildings recognized.
1925. Attention to "Housing, because of a 40% increase in population."
1927. Testing and admission to the first grade of children under the re- quired school age, (begun in 1924) commented on favorably.
1928. Survey made, looking toward future school house construction. Inter Nos Club for High School girls established.
1931. High School sessions from 8:00 a.m. to 5:04 p.m. Successful football season.
"No military drill this year."
Eighth grade pupils attend afternoon session in the High School
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1933. A year of stringent economies, made necessary by the "general financial condition of the town"; but the "health of school children seems not to have suffered under economic conditions due to the depression."
1935. Crowded condition of the High School remains a serious question.
1936. Eighth grade pupils return to the schools of the districts in which they live.
1938. Teaching of Italian introduced in the High School.
1943. Five rooms at the Lincoln School used as headquarters and pro- duction rooms for Wakefield Chapter of the American Red Cross.
1944. All bonds for school house construction discharged.
The tercentenary year of 1944 finds us in the midst of the most terrible conflict in history-World War II. Its impact and effect upon our schools are strong. Many High School boys have already enlisted, some have been drafted. Teachers, too, are in the service.
Pre-aeronautics, advanced mathematics, physics, chemistry are most important subjects for the boy who may soon be called. He is undergoing an intensified physical training. Courses in First Aid, and for girls, in: Home Nursing are offered. The Junior Red Cross is flourishing in the grade schools. Boys and girls buy war savings stamps and bonds and con- tribute in other ways to the patriotic effort. Teachers, too, have rendered important service as they have been called upon by the federal government for special work.
That public education will undergo great changes when peace shali have come is an accepted fact. One would be unwise, however, to make any prophecy as to what these changes may be. But whatever new things in education the better world will offer, it is safe to say that, because Wakefield has built up through its 300 years a worthy edifice of education, whose base is sound and good, it will select with discrimination those features of the new education which, it believes, will be for the good of its youth-its youth who are its responsibility, its pride and its hope.
We have come a long way, have we not, from the little "dame school" in the home of a yeoman farmer, with ten or a dozen boys and girls about her, reading perhaps from the "New England Primer," to our 1944 grade schools with their 2733 pupils, and our High School with its 891. We would like so much to have gone up many educational by-ways and written about text books (there are changes for you) courses of study, athletics, extra curricular activities, vocational guidance, vocational training-all so familiar that one scarcely realizes that they have not been with us always; but our space forbids. And anyway, may we repeat, the foundation
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is laid for the worthy structure to be built out of that which the new and better world is to bring us.
We have spoken of the by-ways in educational progress along which we would like to have walked with you. Just to show how pleasant a pastime these brief journeys might be, we take you a little way along one of them. It is entitled :
HIGH SCHOOL COURSES, 1859 AND 1944
While we have found no record of the High School course in its first decade and a half, we do find the three-year course outlined in the School Report for 1859-60. Presumably all the pupils followed the same course. It prescribed in the first year Arithmetic, English Grammar, Analysis, Reading, Spelling, Writing, Composition, Declamation, Physical and Political Geography and Natural Philosophy. Latin was begun in the second term and continued throughout the three years. And note what was added in the second year-Botany, French, History and Greek. As- tronomy was begun in the second term and "completed," if you please, in the first term of third year.
Intellectual Philosophy (!) and Chemistry were begun in the second term and in the third term, along with Latin, French, Greek and Chemistry, all "continued," came a grand climax in Trigonometry and Surveying!
And in less than a century, what do we find for our young people to choose from? Five well-integrated courses, which the boy or girl may select, in accordance with his or her plans for higher education, or special abilities. Let us name these courses. Their content is self-evident.
College Preparatory
Scientific
English
Commercial
Industrial Arts
These are four-year courses. In these four years the diligent student can prepare himself or herself for the best New England colleges and sci- entific schools; for Teachers' Colleges; for immediate business life; or for those fields of work that require skill of hand as well as brain. Required and elective subjects combine in a program. English must be studied dur- ing the entire four years, American History and problems of democracy in the last two. Here are doors opening into languages, sciences, and many sorts of immediately practical and usable subjects.
And for special tastes and talents there are extra curricular activities to fill pages. And now in war time, special courses are offered both to boys and girls. Now, more than ever, the High School diploma is indispensable
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HISTORY OF WAKEFIELD, MASSACHUSETTS
to young persons of ambition. And well they realize that fact in this ter- centenary year.
Note. The absence of all but a very few names in this brief outline is regrettable but necessary: Lists of names would require many times the space allotted to this chapter; and once committed to names, the danger of omitting one is too great to risk. Sorry.
STATISTICS
Appropriations -
1693-£7 1844-$2700.00 1894-$26,559.43 1944-$310,853.67 Length of School Year - 1693-3 months
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