USA > Massachusetts > Middlesex County > Lexington > History of the town of Lexington, Middlesex County, Massachusetts, from its first settlement to 1868, with a genealogical register of Lexington families > Part 35
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In 1837, the school appropriation was increased to fourteen hundred dollars ; and the town voted to erect two new school houses, - one in each village, - said houses to be two stories high, so as to accommodate two schools.
The subject of Common School Education in Lexington, as in almost every other town in the Commonwealth, was in a manner neglected ; or in other words, our district schools did not meet the wants of the people. There were men in every town, who were in favor of bringing them to a higher standard. But the
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mass of the voters, mistaking their true interest, were unwilling to increase the appropriation for their support. One fatal error had been imbibed by a portion of the people, viz. that the com- mon schools were designed for the common people alone; and that those who wished to give their children suitable advantages, must send them to select schools. They also feared that their children would be corrupted in their manners and morals, by associating with the children of the masses. Some of this class were willing to raise money for the support of the district schools ; but they would not suffer their children to attend them, but sent them to private schools and academies. By this means they were able to give their children a better education than their neighbors could give theirs. But this was a mistaken and short-sighted policy. In the first place, it was contrary to the spirit of our free institutions, which open the door of improve- ment to all alike, that the poor man's son might have equal advantages with the son of his more wealthy neighbor.
This withdrawing children from the common schools, tended to degrade and keep down the standard of education in them. Those wealthy or influential families, which patronized private schools and academies, would, as a matter of course, feel less interest in the common schools than they would have done, if their own children had been in them ; and their example would also have an influence upon others ; and so tend to reduce in the community the estimate of these little democratic institutions, which should be the pride and boast of our country. Moreover, an injury rather than a benefit was done to the children educated in these select schools ; for they came from them more ignorant of human nature, than they would have been, if they had mixed with the masses, and scen more of the rough side of that world in which they were destined to live. Their private education would naturally induce them to look down upon those who were educated in the town schools, with whom they must associate in after life, and upon whom they must in a great degree depend for support in almost any business in which they might be engaged.
This state of things did not apply particularly to Lexington, but to the Commonwealth at large. But while these academies were increasing, and a comparatively small part of the rising
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HISTORY OF LEXINGTON.
generation were obtaining a better education than before, the common schools were either declining, or suffered to remain stationary. This state of things created an alarm in the public mind, and the philanthropist and the statesman sought to call public attention to the importance of raising the standard of the town schools, so as to meet the wants of the people. And after years of effort, this important reform was commenced, and has so far progressed that academies have, to a great extent, been superseded by public schools open to all classes of our population.
In 1821, a number of Lexington gentlemen, feeling the want of a higher standard of education than the town schools afforded, established an academy within the town. A commodious house was erected for the purpose, and a school was opened in 1822, under the charge of Mr. Caleb Stetson, who had just graduated from Cambridge. And though the school was small at its opening, under the successful instruction of Mr. Stetson, it became a flourishing institution, numbering from seventy-five to eighty-five pupils. He remained as principal of the academy, till the autumn of 1825, when he was succeeded by Mr. William P. Huntington. In a few years this school began to languish, and was finally given up.
While the academy was in active operation, and, viewed from that standpoint, the cause of education would seem to be pro- gressing, the condition of the district schools was by no means flattering, - less so undoubtedly in consequence of the existence of the academy. Nor was this peculiar to this town. The same cause had produced the same effect in every part of the Common- wealth. A few years later, when specific returns were made from every town of the condition of their schools, the fact became apparent, that in those towns where academies and select schools were maintained, the district schools were more or less neglected, and were in point of support below the schools in towns where no such academies existed.
It should not, however, be inferred from these facts, that academies were useless, or that parents did wrong in all cases, in sending their children to select schools. Academies were valu- able as intermediate institutions between the common schools and the colleges, and were necessary to fit scholars to enter the colleges. Nor were parents at fault in all cases, in taking their
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children from district schools. Every intelligent parent desires to give his children a good education ; and for this purpose, and for the good of all classes, he should use his influence to improve the condition of the public schools, where his own children and the children of those around him, may have opportunities for an education. But if he fails in bringing the town schools up to a proper standard, or if he wishes to have his children pursue studies not taught in the town schools, or taught only imperfectly, then it is right, and it becomes his duty to send them where they could enjoy these opportunities.
The law of 1827, requiring a town committee, was the first step in the improvement of our schools. But the measure which has done more for the cause of common school education than any other, was the creation of a State Board of Education in 1837. Three years previous, a school fund was created ; and although the sum to be divided among the schools was a mere pittance, the subsequent laws made it a condition precedent to receiving its share of this fund, that the town's committee should make a return to the Secretary of State, of the number of scholars in their respective towns, the number attending school, the amount of money raised, and the general condition of the schools.
This was the first time in the history of the Commonwealth, that the true condition of the schools was known to the public. After the Board of Education was created, the Secretary, by carefully prepared tables, presented to every town in the State the condition of the schools in every other town, so that all could see the standing of his own town as compared with every other. The abstract of the Reports of different committees, showed the improvements that were adopted in different parts of the State ; and the Reports of the Secretary of the Board soon excited a general interest throughout the Commonwealth ; and the creation of Normal schools for the education of teachers, gave an impulse to the cause of common school education, which has placed Massachusetts ahead of any of her sister States. In this general improvement, Lexington has participated. We have seen that in 1837, her school appropriation was carried from one thousand up to fourteen hundred dollars, and that two new school houses were erected, and so constructed as to admit of a grading of the schools.
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HISTORY OF LEXINGTON.
Soon after the Board was established, Hon. Edmund Dwight, of Boston, generously offered the sum of ten thousand dollars, on condition that the Commonwealth would appropriate the same amount, to be expended under the direction of the Board, in qualifying teachers for common schools. The Board resolved to establish two Normal schools, one in the casterly, and the other in the westerly part of the State; and to enable them to continue these schools for the period of three years, so that the experiment might be fully tried, they required the people of the place where the schools should be located, to furnish the neces- sary buildings, and a certain amount of funds, to procure a library and apparatus. And though the applications for the school were numerous, Lexington was deemed by the Board to be the most favorable place, and one of the schools was here established. This was the first Normal school in the country. The school was put in operation under the care of Mr. Cyrus Pierce, an able and experienced teacher, who continued his connection with the school three years, when he retired, and was succeeded by Rev. S. J. May. Shortly after, the school was removed to Newton - simply on local and sectarian grounds. The school was a decided success, and the experiment tried here has given rise to four Normal schools, which send out annually several hundred teachers, well qualified to instruct in all the rudiments of a good English education.
The effect of these schools, and the other measures of the Board of Education, has been felt in every part of the State. In Lexington, from 1837 to 1846, the appropriation remained at fourteen hundred dollars. In the year following, one hundred dollars was added, and in 1848 it was increased to two thousand five hundred dollars. In 1851, after a considerable effort, the town voted to build two new school houses, on the most improved plan ; one in the centre and the other in the south district. This was the signal for new and improved houses in every section of the town ; so that we have now in each district good and commo- dious houses, with the modern improvements.
Feeling that the district schools did not fully meet the wants of the rising generation, in 1854 the subject of a High School was brought before the town, and a Committee, consisting of Ira Leland, Charles Hudson, Jonas Gammell, Andrew Wellington,
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Samuel A. Houghton, Charles Tidd, and Hugh Graham, was chosen to consider the subject, and report at the next meeting. The Committee recommended that a high school be established, and that five hundred dollars be added to the school appropria- tion, carrying it up to three thousand dollars. This report being accepted by the town, and the addition to the appropriation made, the School Committee put the school in operation. The next year the appropriation was raised from three thousand dol- lars to three thousand seven hundred dollars, devoting one thou- sand dollars to the support of the high school.
There was considerable opposition to the high school, when it was first established ; but it has so commended itself to the good sense of the people, and its effects upon the district schools have been such, that the people generally now regard this school, not only as a permanent institution, but one which has proved a blessing to the community. It has afforded an opportunity to every parent to give his children a good education at a much less expense than it could have been obtained in any other way ; and what is more and better, some parents of limited means have been enabled to give their children such an education as has fitted them for teachers, or qualified them for other positions in life ; which they never could have given them if this high school had not been established. As an economical arrangement, such a school should be continued. Besides, the maintenance of a high school redounds to the honor of a town, and tends to increase the value of property. The town of Lexington has no manu- factures to draw population within her borders. Her growth must, to all appearances, depend upon those who are seeking pleasant country residences, and the first question asked by that elass more especially is, "What is the condition of your schools ?" If they find that our schools are poor, they will look elsewhere for a residence ; but if they find that we have good schools, they might be induced to settle among us.
Fears were entertained by some that the establishment of a high school would operate to the injury of the district schools. But it has been found to produce the opposite effect. A new incentive to effort is thrown into the districts, to qualify their pupils for the high school. A high school also enables the
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HISTORY OF LEXINGTON.
committee to make a more perfect classification of the pupils and so affords another great advantage to the cause of education.
The time has arrived when the people demand greater oppor- tunities for an education than the common primary or grammar schools afford, and every statesman and philanthropist must see the wisdom and benevolence of supplying this want by the main- tenance of schools of a higher grade, open alike to the rich and the poor, where all the youth can meet on one common level, and where there is no distinction but that which merit originates. Our colleges are institutions which should be highly prized - institutions which are demanded by the wants of the community. But at the same time, we know that they are beyond the reach of a vast majority of the young. Not one in a thousand of our population ever enters a college as a student. But a high school meets the wants of the whole people, and the children in a town may enter within its walls and enjoy its privileges, without money and without price. Nowhere, no, not even in the house of wor- ship, is there such perfect equality - such an elevation of the poor to an equal level with the rich, as in the free schools. And the farther this can be extended, the higher in the walks of science this equality can be carried, the better for the community at large, and for every class which compose it.
To indicate the growth of interest felt in the public schools, the following statement of the annual appropriations for schools from 1830 to 1867 is given.
1830
$ 1,000
1843
$ 1,400
1856
$ 3,700
1831
.1,000
1844
.1,400
1857
.3,800
1832
1,000
1845
.1,400
1858
.3,700
1833
1,000
1846
.1,600
1859 .3,700
1834
1,000
1847
1,600
1860 3,400
1835
1,000
1848
2,500
1861
3,400
1836
1,000
1849
.1,600
1862
.3,400
1837
1,400
1850
.2,400
1863 .3,400
1838
1,400
1851
.2,500
1864
.4,400
1839
1,400
1852
.2,500
1865
4,200
1840
1,400
1853
.2,500
1866
.4,700
1841
1,400
1854
.3,000
1867
.5,000
1842
1,400
1855
.3,700
·
The above table shows a commendable increase in the appro- priations for schools. And by the graduated tables furnished by
.
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MH
DR. LEWIS'S LATE FEMALE SEMINARY.
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the Secretary of the Board of Education, it will be seen that Lexington takes a high rank among her sister towns. In the Report of the Secretary of the Board for 1865, showing the amount expended per head upon all the scholars between the ages of five and fifteen years, it is seen that Lexington stands No. 17, in a list of 334 citics and towns, and that she actually expends $ 8.49 on each scholar ; while more than half of the towns in the State, expended less than half of that sum. The same Report shows that in the County, consisting of 52 cities and towns, Lexington stands No. 7. In the Report of the Board for 1866, Lexington stands No. 11 in the list, having expended $ 10.88 upon each scholar, and in the County of Mid- dlesex, she stands No. 5.
From the above exhibit, it appears that Lexington will com- pare favorably with the towns around her.
In connection with the subject of education in Lexington, the school for young ladies, established by Dr. Dio Lewis, merits a brief notice. This school has some characteristics which dis- tinguish it from the ordinary female seminaries. Physical devel- opment receives a large share of attention. In addition to the usual branches taught in schools for young ladies, the new system of gymnastics, of which Dr. Lewis is the author, is here intro- duced, and made a part of the daily routine. These gymnastic exercises are so adapted to the anatomy or physical structure of the human frame, and are so various in their kinds, that every limb and every muscle is brought into exercise - giving strength and tone to the whole body. The effect of this training is ob- vious in the fact that many a young lady, of slender frame and delicate complexion when she enters the school, leaves, at the close of the year, with that physical development and glow of health so essential in those who are to become the mothers of the next generation.
The same general principle is recognized in all the instruction of the school, by so distributing the branches and exercises as to bring out the latent and neglected powers of each pupil. For instance, in the dramatic exercises, which are made somewhat prominent, the self-reliant young lady is to personate the mild and gentle character, and the bashful and timid girl to repre- sent a character more bold and daring. In this way, a full
48
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HISTORY OF LEXINGTON.
and properly developed character is aimed at in all the instruc- tion, and flattering results have been attained. The discipline of the school is paternal, and great care and watchfulness are extended over the morals and health of the pupils. By such a system of training and discipline, the school has acquired a high reputation, and is favorably known through the country. This is apparent from the fact that its increasing patrons are distrib- uted, not only over New England, but throughout the Middle and Western States.
In the spring of 1864, Dr. Lewis, well and extensively known as a Physical Educator, purchased the Lexington House, which was erected for a Hotel, and fitted it up for a school for young ladies. Having engaged Theodore D. Weld, for many years Principal of the Eagleswood School, in New Jersey, and other experienced teachers, he opened his school with twenty pupils. During the term it was increased to thirty-two. During the next year the number increased to one hundred and two, and the third year the number reached one hundred and forty-four.
On the 7th of September, 1867, when the house had been refitted and important improvements made, to receive a larger number of pupils, the building took fire and was entirely con- sumed. The loss of this noble edifice was deeply felt, not only by the citizens of Lexington, who regarded it as a great calamity, but by the friends of Physical Education in distant parts of the country. It is gratifying to learn, that Dr. Lewis intends to erect a building, on or near the same site, which will accommo- date an equal number of scholars, and be better adapted to the purposes of the school than the former building.
Dr. Lewis is justly entitled to the gratitude of the community for his new system of Gymnastics, - a system which has been introduced into so many schools in this country and in Europe, and has called public attention to the subject of physical train- ing, and so laid a foundation for the education of the whole man.
It may also be said, in this connection, that Dr. Lewis has established a hospital or " movement cure " in the village, where he has a considerable number of patients under his peculiar mode of treatment, which, it is believed, has proved quite successful.
CHAPTER XVI.
MILITARY AFFAIRS.
No Records of the Military - Officers are mentioned - Men who served in the French and Indian Wars - List of Captain Parker's Company - At Cam- bridge in May and June, 1775 - Men who served in the Revolution - Artillery Company - The Late Rebellion - Men in the Service.
WE have no means of giving a full and accurate history of the military organizations which have existed in the town from its first settlement. In fact, the only record, or intimation of one, consists in the titles given to certain individuals from time to time in our Records. Before 1700, we find the title of Captain given to William Reed ; in 1712, to Joseph Estabrook ; and in 1717, to Joseph Bowman.
Without pretending to give a full catalogue of the officers, or stating them in the exact order of time, we find the title of Cap- tain given by the Records to Samuel Stone, Benjamin Reed, and William Reed, between the years 1740 and 1750, and in 1761 Benjamin Reed is denominated Major, which shows that he had been promoted ; and soon after Thaddeus Bowman is honored with the title of Captain. This brings us up to the commence- ment of the Revolution. And it is worthy of special notice that the military men of that day were the leading men of the town. No one has borne the title of Captain, whose name has not been found on the Board of Selectmen, or Assessors, or on some of the most important Committees. Even the honor of Lieutenant was enjoyed by Ebenezer Fiske, Ensign by Robert Harrington, and Quarter Master by John Bridge, who were, in their day, some of the most popular and distinguished men of the town.
The citizens of Lexington, during her whole history, have participated largely in the service of the field in times of war. In the early Indian wars several men from Cambridge Farms
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HISTORY OF LEXINGTON.
were engaged; but as what is now Lexington, was then a part of Cambridge, we have no full or distinct account of that service. But in later periods, we find Lexington men scattered through almost every Massachusetts corps. Though the rolls are very imperfect, and in many instances there is nothing to designate the place from which the soldiers came, we have been enabled to collect the following imperfect lists.
In 1725, we find the names of the following men from Lexington :
Captain Blanchard. John Pierce.
Samuel Lawrence.
Corporal John White. Thomas Stearns. Nathaniel Kendall.
In 1740, in the West India service :
Gideon Powers. Joshua Winship, Jr. Nathan Munroe.
Ezekiel Kendall.
In 1745, at the capture of Louisburg, there must have been some men from Lexington, but as no rolls are preserved, we cannot give their names.
In 1754, we find the names of the following persons :
Sergeant William Munroe. John Fiske.
Corporal Ephraim Fletcher.
Joseph Locke.
In 1755, the war with the French and Indians assuming a more decided character, a large force from Massachusetts was called out. Some acted under General Winslow at the eastward, and others in the neighborhood of Lake Champlain. The imper- feet rolls show that Lexington furnished twenty-one men, and probably more.
Captain William Reed. Sergeant William Munroe.
Amos Simonds.
John Pieree.
Benjamin Edgell. Jonas Munroe, Jr.
Joseph Locke.
William Merriam.
Josiah Stone.
William Blodgett.
Nehemiah Estabrook.
Joseph Munroe, Jr.
Ebenezer Winship.
Simon Newton.
Benjamin Munroe.
Isaac Winship.
Abraham Scott.
David Fiske.
Francis Teel. James Bridge.
David Foster.
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MILITARY AFFAIRS.
In 1756, the war with the French and their Indian allies continuing unabated, new levies of troops were made, and Lex- ington, never backward in such a cause, furnished the following soldiers :
Sergeant Robert Wilson.
Henry Harrington, Jr.
Joseph Locke.
Reuben Raymond. Robert Wilson, Jr. Samuel Chaffin.
Benjamin Bridge.
Uriah Holt.
Samuel Jones.
Jolin Stockwell.
Nathaniel Piper. Samuel Nevens.
Hugh Maxwell.
Nathaniel Walker.
.
Benjamin Loeke.
Benjamin Whiteomb.
Zachariah Parker.
Barnabas Wilson. Thomas Perry. Abel Whiteomb. Nathaniel Parker.
Giles Bennett.
Benjamin Loeke.
In 1757, another call was made for men, a considerable por- tion of whom were marched to the relief of Fort William-Henry. The following is a partial list of Lexington men :
Sergeant Samuel Chaffin.
Roger Wellington.
Jonathan Fessenden. Giles Bennett.
Jonas Munroe. Samuel Jones.
Robert Wilson.
John Bridge.
Jonathan Ingersol. Benjamin Edgell.
David Munroe.
Josiah Blodgett.
Thaddeus Munroe.
Nathaniel Ingersol.
John Munroe. Benjamin Muzzy.
Phinehas Blodgett. John White.
Silas Merriam.
Joseph Russell.
Benjamin Merriam. Simeon Eames.
Edward Winship.
Alexander W. Dole.
Abraham Scott. James Winship. James Munroe. Josiah Blodgett.
Benjamin Farley. John Clapham» Robert Moore.
Edmund Munroe.
In 1758, Lexington had the following men in the service :
Ensign Robert Munroe. Jeremiah Bridge. Thomas Robinson. Henry Harrington. Joseph Fassett.
Edmund Munroe. Thomas Robbins. James Munroe. Israel Underwood. Andrew Munroe.
John Pierce.
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HISTORY OF LEXINGTON.
In 1759, Lexington furnished :
James Winship.
Andrew Munroe.
Henry Harrington.
James Munroe.
Israel Underwood.
James Merriam.
Thomas Robbins.
The fall of Quebec in 1759, did not immediately produce the submission of Canada. The following year called for more Provincial troops, and Lexington had a large number of men in the field. From dilapidated rolls the following names have been gleaned :
Captain John Clapham.
Robert Fiske.
Ensign Abraham Munroe.
James Merriam.
Sergeant Joseph Locke.
Nathan Chandler.
Corporal David Munroe.
Benjamin Dudley.
Samuel Raymond.
William Dix.
James Mann.
Edmund Dix.
James Winship.
Abner Scott.
Joseph Reed.
Freeborn Hill.
Aaron Wood.
John Jarvis.
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