USA > Massachusetts > Norfolk County > Quincy > Inaugural address of the mayor, with the annual report of the officers of the city of Quincy for the year 1901 > Part 15
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The difficulty is no new one; it has been discussed again and again by successive masters and boards of managers. It is much easier to suggest plans of adapting means to numbers than to carry out any given plan. It is however necessary to keep clearly in mind that the increasing favor with which the school is regarded in Quincy also increases the teachers' labors without contributing to their support.
Great and timely help in the current expenses has been derived on several occasions by gifts in money from F. B. Rice Esq., of the Board of Supervisors, to whom the thanks of all concerned in the school are eminently due. The Master also is happy to state that a gift in money has been made to strengthen the Declamation prizes from a friend of the school, not other- wise connected with it, who desires his name to be unknown.
The athletic interest in the school appeared very strong and healthy the past season ; but it is evident that if the citizens wish the boys of their higher schools to enjoy the games in the pub-
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lic park, they mustauthorize the park commissioners to spend more money on the playgrounds. Visiting teams make just complaint that there are no proper means of keeping the crowd off. If the grounds could be fenced in, the games might be made a source of revenue to the schools and to the city, and their amusement and profit be greatly increased.
An unforeseen flaw in the furnace occasioned the closing of the school for four days in November, and the general unhealthiness of the season has not been without. its effect on teachers and pupils.
When the school was originally organized, it was considered that a four years' course was adequate to prepare boys coming. from the grammar schools, for our best American colleges. Since that time-a thirty years' interval-the requirements for- the colleges have been greatly increased and the same acquire- ments which insured admission even fifteen years ago, will by no means do so now. The fact that the Saturday's session has been given up has diminished in no slight degree the time at the teachers' disposal. It may be necessary for the managers to arrange for a five years' course. In this case the admission of boys from the seventh grade of the grammar schools, which is. occasionally done now without injury would become the usual plan.
The two Junior teachers of last year, Mr. Damon and Mr. Hersey having accepted other positions, the staff has been filled by the appointments of Mr. T. L. Bramhall (H. C. 1899) and Mr. James D. Kent, Jr. (H. C. 1901) it is believed to the great, advantage of the school.
Respectfully submitted, WILLIAM EVERETT, Master ...
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Woodward Institute.
To the Mayor and City Council :
GENTLEMEN ;- The history of Woodward Institute during the year 1901 has been marked by two changes of policy. First, by the action of the Board of Directors the office of Superinten- dent has been established ; secondly, upon the resignation of the former Principal, a male Principal was elected to fill the vacancy.
At a meeting in June Mr. Frank E. Parlin was elected Superintendent, and at meeting in July Mr. Frederic W. Plummer was elected Principal.
The results thus far, judged by the effect upon the mem- bership of the school, seem to have justified these changes. In 1900-1901 the enrolment did not exceed 88, while in 1901- 1902 it has risen to 121.
For a detailed exposition of the the ideals and policy of the school under its present management you are referred to the report of the Superintendent, which was read before the Board of Directors at its annual meeting and was ordered printed.
CARLTON P. MILLS,
Secretary of the Board of Directors.
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Woodward Institute.
-
ORGANIZATION OF THE
BOARD OF DIRECTORS
FOR 1902.
Chairman REV. ELLERY C. BUTLER
Vice Chairman REV. FRANK W. PRATT
Secretary REV. CARLETON P. MILLS
Finance Committee
REV. ELLERY C. BUTLER, ex officio
REV. JAMES TODD, D. D. REV. WILLIAM W. DORNAN REV. JOHN PETERSON
Textbooks and Supplies
REV. ELLERY C. BUTLER, ex officio REV. EDWARD A. CHASE REV EDWIN N. HARDY REV. HENRY G. MEGATHLIN
Superintendent FRANK E. PARLIN
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The Faculty.
Principal
deric W. Plummer,
Latin and History
Teachers
Charlotte J. Burgess,
Margaret E. Dodd,
Mary L. Westgate,
Adella W. Bates,
Ellen C. Walker,
Stenography and Typewriting Natural Sciences Greek and Mathematics German and Latin French and History
Catherine M. Tinker,
English Art
Georgiana C. Lane,
Helen L. Blackwell,
John D. Buckingham,
Physical Training Vocal Music.
Seth W. Fiske, Engineer and Janitor.
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Report of Superintendent.
To the Board of Directors of Woodward Institute :
GENTLEMEN :- The report herewith submitted is the eighth in the series of annual reports of Woodward Institute and the first since the office of Superintendent was created.
Never having visited the school when in session previous to last September, I am unprepared to report upon its work be- fore that time.
On entering upon the duties of my office at the close of the term last June, I found the Principalship of this school vacant, Miss Carrie E. Small, who had held that important position since the opening of the Institute, April 10, 1894, having re- signed.
After considering the question most carefully it seemed to me best to recommend the election of a male principal.
This decision was not based upon the opinion that "man is superior to woman" but that it is a serious mistake to educate girls wholly under the instruction of female teachers.
As soon as it became generally known that we were look- ing for a principal, a large number of candidates appeared
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some of whom possessed strong qualifications. It was impor -- tant that just the right man be selected and it was finally de- cided to go outside of the list of applicants and invite Mr. Fred- eric W. Plummer, the very popular and efficient principal of the Murdock School of Winchendon, Massachusetts, to accept the position, as he seemed to possess to an unusual degree the qualities desired in the Principal of Woodward Institute. Fortunately our proposition appealed to Mr. Plummer and he ac- cepted even at a sacrifice in salary. From the first he has been master of the conditions and is doing his work in a quiet, unas- suming, dignified but effective manner. He seems to inspire respect and confidence, to awaken a spirit of order and industry, and to require prompt and ladylike conduct. With very few exceptions the response of the students to these requirement has been ready and cheerful.
It is a pleasure to note also the harmonious cooperation and genuine interest manifested by the teachers generally both in the welfare of the school and in the work of their several de- partments.
The corps of teachers with the exception of Miss Cowall, who tendered her resignation early in July, is the same as last year.
The most discouraging fact has been the irregular attend- ance on the part of a comparatively small number of students. There is no disposition to complain of necessary and excusable absence or tardiness but of the other cases. In order for a girl to receive the full benefit of the school, retain a good interest in her studies and maintain her normal standing in scholarship, she must be regular in attendance and industrious in her habits.
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Annual Enrolment.
The following table shows the class and total enrolment of pupils each year since the school was opened, also the num- ber of regular and special teachers employed.
Teachers
Seventh Class
Sixth Class
Fiftlı Class
Fourth Class
Third Class
Junior Class
Senior Class
Post Graduates
Total
Regular
Special
Total
Spring of 1894,
28
15
17
13
7
80
7
7
1894-1895,
41
44
18
17
5
125
8
1 9
1895-1896,
9
41
36
10
11
8
115
8
2
10
1896-1897,
29
28
32
5
8
5 107
8
3
11
1897-1898,
13
22
23
28
5
3 94
8
3
11
1898-1899,
14
13
17
21
27
92
8
3
11
1899-1900,
20
14
13
14
21
3 85
8
3
11
1900-1901,
3
28
18
11
14
14
88
8
3
11
Fall of 1901,
13
40
29
15
9
14
1 121
7
3
10
Gifts.
In behalf of the school I wish toacknowledge the following gifts received during the year :- A case containing a choice col- lection of minerals from Mr. John Dinegan. Casts of four slabs from the frieze of the Parthenon from Mr. Henry H. Faxon. Casts of three slabs from the frieze of the Parthenon from the Class of 1900. Two prints-Botticelli, Madonna, and Gains- borough, Blue Boy from Miss Georgiana Lane.
343
The Founder and Founding of Woodward Institute.
It seems not only eminently proper but, for the information of the younger inhabitants of Quincy, very desirable that some- where in these reports should appear a brief biography of the generous donor of the Woodward Fund and a statement of his munificent provisions for the educational welfare of the girls of this City. Therefore the following brief sketch of Dr. Wood- ward's life, taken largely from Dr. William S. Pattee's History of old Braintree and Quincy and an extract from his will are in- serted.
Dr. Ebenezer Woodward was the son of Ebenezer Wood- ward of Canterbury, Connecticut and Delia Adams of Lincoln, Massachusetts. He was born in Cambridgeport, March 12th, 1791, while his parents were on a visit to that village. At the age of six years, he moved with his parents to Hanover, New Hampshire ; here he prepared for and entered Dartmouth Col- lege, where he graduated in 1817. Dr. Woodward took up his residence in Concord, Massachusetts, where he commenced the study of medicine under the instruction of Dr. Isaac Hurd.
Subsequently he went to Boston, where he continued his pro- fessional studies under his uncle, Dr. Samuel Adams. At this period he entered Harvard Medical School, from whence he graduated in 1823. After graduating, he commenced the prac- tice of medicine in Quincy, April 1st, 1823. Not finding busi- ness as successful as he anticipated, he in 1826, sold out his practice to Dr. W. B. Duggan, but in about a year purchased the business back again, and from that time to his death, con- tinued the leading physician of the town. At the time of his death, May 21, 1860, Dr. Woodward having no children gave a large part of the Greenleaf property that he had received by inheritance, to Quincy for the establishment of a female insti- tute. The property was allowed to accumulate for nearly twenty-five years. In 1893 the school building was erected and on Tuesday, April 10, 1894, Woodward Institute for Girls was opened wifh seventy-six pupils enroled and seven teachers in charge.
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Extract from Will.
"I give and bequeath to the town of Quincy, in the Com- monwealth of Massachusetts, and County of Norfolk, in its cor- porate capacity, all my real estate in the town of Quincy, and all the pews I may own in various meetinghouses or churches in and out of town at my death, with the exception of the home- stead where I now live, the portion of the farm of the late Daniel Greenleaf to be hereinafter described, and pew No. 58 in the Stone Temple, as a fund for the purpose to be hereinaf- ter mentioned, to be disposed of or kept, as the town may think proper ; the sales together with the rents, profits and income from whatever source obtained, to be kept as a perpetual fund, guaranteed by the town with six per cent. interest forever, for the purpose to be hereinafter mentioned, viz : - Whenever the income from the foregoing bequest shall be sufficient, in the opinion of the managers of said fund, or at least within twenty- five years after my decease, they shall establish and continue for the town of Quincy forever, a female institute, for the edu- cation of females between the ages of ten and twenty years, who are native born, ( I wish it to be understood, in the town of Quincy, and none other than these to be allowed to attend this institute, ) which I wish to be as perfect and as well conducted as any other in the state.
"The property which I bequeath to the town of Quincy, for these purposes, is to be perpetually managed by the Select- men of said town, together with the Clerk and Treasurer, for the best advantage of said town, and said institute.
" Whenever the town of Quincy becomes a city, then the government of said city to have the management of said prop- erty for the benefit of said city, to be used according to the di- rections of this will and for the purpose herein mentioned.
"I would recommend that the said town, or city as the case may be, should choose a committee from time to time, to confer with the above named officers concerning the best mode of man- aging said property, and to see that it is not wasted or lost.
"The management of said institute or school, so far as the
345
selection of instructors and the studies to be pursued and all in- ternal regulations, to be and to remain under the direction of the following gentlemen forever, viz :- The several ordained and settled ministers of the town, or city, as may be, and all settled ministers to be added to the committee, from time to time, as they become residents of Quincy. I mean the Catho- lic, as well as Protestant, and all who are settled for one or more years and reside in the town of Quincy. I wish no sectarianism taught in the institute, leaving that to parents and the pastor of their choice. The senior pastor of the Stone Temple is to be perpetual chairman of said board, or committee.
"I wish all the ornamental, as well as useful, branches of learning taught in the institute or school, which are taught in any other similar institute in the State.
"The said institute to be located on land given by said do- nor to the town of Quincy. My present opinion is that the most proper location is nearly opposite the Hancock lot, on the farm of the late Daniel Greenleaf ; but the said committee, with the Selectmen, Town Clerk and Treasurer, are to decide on what part of said farm the location shall be.
"If the town of Quincy refuse to accept the above property upon the terms herein specified, or fail to comply with the words and intent of this will, as determined by good judges, or should surrender the property, or use it for any other purpose than contemplated in this will, then I bequeath the said property to the trustees of Darmouth College, to be used by them in the manner they may think best, for the promotion of science and literature."
A General View.
What kind of a school did Dr. Woodward intend to found ? That he intended it to be a school for girls, "for the education of females," there can be no doubt. It is also highly probable that the age limits, " between the ages of ten and twenty years," mentioned in the will were given merely to indicate that the work of the school should be secondary rather than elementary
.
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in character, and not that every Quincy born girl should be ad- mitted at the age of ten regardless of educational qualifications, nor that every girl on arriving at the age of twenty should be excluded whether she has finished the course or not. At the time the will was written pupils entered the secondary schools much younger than they do now. A rational interpretation of the " age clause " of Dr. Woodward's will seems to be that girls whose elementary education fits them to enter upon the course of study in the Institute, may be admitted at the age of ten and that a girl having entered the school should ordinarily be al - lowed to complete the course even if she passes her twentieth birthday before doing so. Otherwise the Institute would need to offer a course ten years in length for those entering at the age of ten and desiring to remain until they were twenty. The fact that the income of the fund does not warrant such a course and that in a subsequent clause of the will " the studies to be pursued and all internal regulations " are to be determined by the Board of Directors, lend force to the opinion that the " age limit " was intended as a subordinate rather than as a prime qualification. Moreover it does not follow that every girl ten years of age and qualified by birth and education must be ad- mitted to this school. Although there is no necessity nor any- where a disposition to fix a limit at present, the Board of Direct- ors undoubtedly has the right to limit the attendance to such a number as can be properly accommodated, should the necessity arise.
Again, Dr. Woodward expresses the desire that " all the ornamental as well as useful branches of learning " be taught in the institute or school which are taught in any other similar institute in the state." To separate the various " branches of learning " into two classes, one "ornamental " the other "useful," is not easy. Usually the more one thinks about the matter the less inclined he is to make such a distinction. Nearly all would agree that domestic science and household arts should be included among the " useful branches" for girls, and yet who, enjoying the best fruits of that knowledge and seeing those arts practiced with skill, would say that woman is not
347
adorned by them ? Our course is weak on the side of manual training. The introduction of domestic science, arts and economics would not only remedy this defect but would pro- vide a kind of training of high educational value and of the greatest practical value to girls generally. To be able to direct the affairs of a household intelligently and economically, to make an attractive and happy home, is not beneath the ambi- tion of any woman, for the undisputed sovereignty of woman, the realm of her peculiar powers, the centre of her deepest interests must ever continue to be the home. Why then should not this fact be recognized in the education of our girls ? Many of these girls on leaving school must depend upon their own efforts for a livelihood. In due time most of them will have homes of their own to manage; then the knowledge which will enable them to care for themselves and for their homes in an intelligent and efficient manner will be appre- ciated.
Again, it is not apparent to my mind why in this age and in this country a girl should study Greek and learn nothing of Civil Government. Are woman's interests less involved in the government and laws under which she lives than man's ? Does she suffer less than he under bad laws or from the perversion of government ? She is too deeply concerned and too potent a factor in our civic life to remain ignorant of the methods of government, knowing which, she may the better act for her own and the common good.
Our girls should certainly receive the refinements and orna- ments of education ; the more the better, so long as it be a real refinement of taste and a genuine ornament of character and not a thin veneer of culture over a mass of ignorance, coarseness and conceit. . Let the opportunities of life be as open to our girls as to our boys, only impress upon them that the world ex- pects them to do something, that they are to live to some pur- pose. Let them be educated to usefulness, not to uselessness. Any life of honest independent effort is superior to a parasitic existence however ornamented. Virtue unexercised is no longer virtue. Talents unused are a discredit. To every opportunity
348
is yoked a responsibility and responsibility knows no sex. It is the business of those having the education of girls in charge to give them the best possible preparation for real life and for com- plete living-intelligent, enjoyable, useful, noble-living both rich and wholesome in itself and in what it gives to the world
The girls of Woodward Institute are not exceptional. They are neither brighter nor duller, neither better nor worse than girls of the same age and of similar environments elsewhere ; and it is highly probable that their experiences and needs after leaving school will not be exceptional. Nor is it well for girls to get their heads filled with silly notions of superiority and exclusive- ness. It is exceedingly unfortunate for a girl to get the idea that she is better than other girls, that she was born to be pam- pered, and flattered and served. Rather teach them all to be just good, natural, modest, sensible girls whom everybody likes.
The influence of the school should be democratic and such as to keep the pupils in sympathy with mankind, to lead them to a just estimate of themselves and to a fixed determination to be of service in the world. We would have them go out from us healthy in body, active in mind, sound in morals, refined in manners, prepared and willing to do their part of the world's work with credit and cheerfulness. They will find life very practical, but not very sentimental. " What are you ?" and What can you do ?" are the first questions it asks of girls as well as of boys having completed their schooling. To each who can answer these questions satisfactorily life offers abundant opportunities and ample rewards, but sham and inability will not long escape detection and merited rejection. Life is the great leveler. No amount of conceit or boasting will transmute " sounding brass or a tinkling cymbal " into the sterling coin of scholarship, character or womanliness. Wisdom is teachable, character is modest, goodness is democratic, virtue needs no veneer, truth refuses to wear a borrowed cloak and gold fears no tarnish from common use. True greatness is unassuming. Real merit and ability need no pedestal. They can stand on the level without being lost and can work all the more effectively by being in touch with ordinary humanity. An education
349
which puts one out of sympathy with mankind generally and makes one ashamed to take his place among the helpful and pro- ductive forces of the world, is to be deplored. It has no claims upon public support or public confidence.
In this as in all schools the relation of teacher and pupil is a vital one. To secure the best results, there must be mutual confidence, respect and sympathy. Whoever disturbs this right relation injures the pupils, wrongs the teacher and defeats the very ends of the school. The teacher should embody the quali- ties of refinement, culture and character which itis desired to se- cure in the pupils, for the personal, concrete example of the teacher is far more potent than all the precepts of the class room. But all obligations do not rest with the teachers. The pupils have theirs and the benefits they derive from the school depend in no small degree upon how they meet them. If they come in the spirit of the true pupil-teachable, industrious, respectful, loyal-they will find even small talents yield profitable in- crease. Study is absolutely essential. One may acquire much from association with the wise but education demands effort on the part of the learner. It cannot be wholly absorbed. It would be nearer the truth to say that one's education is com- mensurate with the individual effort.
Again, a school should be an orderly place, where each pupil can do her work without distraction or interruption. Everything should be made as favorable as possible for study and concentration of attention, each pupil recognizing her own responsibility and respecting the rights of others. In a school of this kind the utmost freedom consistent with good work, scholarly habits and ladylike conduct should be allowed, but liberty must never degenerate into license.
The course of study should be as broad and comprehensive as the income of the fund will warrant, and the work required of each pupil should be as extensive as it can be made without becoming superficial. A comparatively thorough knowledge of a few subjects is better, however, than a mere smattering of many. The recent tendency to multiply subjects and to scatter the pupil's attention by requiring a little work at many points
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over a wide field of study is the opposite extreme to the old course which offered only a few subjects and required those few of all pupils. In one case the energies of the learner are dissipated and real scholarship sacrificed, while in the other there is not sufficient variety and no provision for individual tastes or special talents.
The course of study is being revised. It will be printed and ready for distribution at the close of the present school year. It will be so arranged that pupils of average ability and regular attendance can complete a course in four years, while those needing more time or desiring a broader course may also be accommodated.
As the members of the Board of Directors well know the position of Superintendent of Woodward Institute was not of my seeking, and it was with reluctance that I finally accepted it, but because of our invariably pleasant relations I have found the work enjoyable.
Thanking the Board for its confidence and constant coopera- tion I close this report.
Respectfully submitted, FRANK E. PARLIN, Superintendent.
December 31, 1901.
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Calendar for 1902.
-
Winter term : Monday, January 6,-Friday, March 21.
Founder's Day : Wednesday, March 12.
Spring term : Monday, March 31,-Friday, June 20.
Graduation : Wednesday, June 18.
Entrance examination : Friday, June 20 and September 12, at nine o'clock A. M.
Fall term : Monday, September 15,-Friday, December 19.
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