USA > Massachusetts > Essex County > Municipal history of Essex County in Massachusetts, Volume II > Part 29
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The dividing of a teacher's time among the different parishes, as first arranged with Mr. Payson, was continued many years. In 1749 the school money was apportioned among the several parishes according to their "county taxes paid," and this plan continued until about 1838. Then the school money was divided among the school districts instead of the parishes. From 1769 the selectmen were to hire the masters. After that the town appointed a committee to hire them, and still later each school district was authorized to hire its own teacher. (This cus- tom prevailed when Georgetown was incorporated). In 1789 a law was passed authorizing towns to define the limits of school districts.
In addition to these town schools of Rowley, so briefly noted, were the private schools, where young men were fitted for college. The min- isters also rendered the same service, and as late as 1850 many a young man had his college entrance through the minister's study. There were also some notable dame-schools for the very young, forerunners of the present day kindergarten. The beginning of the schools of the town of Georgetown was the carrying on of the Rowley schools as above outlined. At the time of its incorporation (1838) Georgetown had 336 persons be- tween 5 and 16 years of age, and it granted $600 for the support of the schools.
In 1838-9 the first school year of the newly-incorporated town of Georgetown, the town School Committee-the Rev. Isaac Braman, Rev. John Burdon and Mr. Moody Cheney-found in their care 336 scholars and an appropriation of $600, together with a share of the interest from "surplus revenue" from the United States "which may be received by the town of Rowley." There were seven school districts: No. 1, known as the Marlboro School; No. 2, the South School; No. 3, or the Hill School; No. 4, or the Corner School; No. 5, the North Street School; No. 6, the Third Street School; No. 7, the Warren Street School. No. 7 was in both Georgetown and Rowley and for many years the two towns alter- nated in the care and expense of the school.
In 1842-3, the town voted to have "400 copies of the school report printed for the use of the town," and G. P. Tenney and H. P. Chaplin of
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the school committee were made a printing committee. (The Rev. D. P. Livermore, with Tenney and Chaplin were the committee for that year). This report was probably the first printed annual report of the schools of Georgetown, and we learn by it that there were two terms in the year- a summer term of 16 weeks, taught by women, and a winter term of 10 weeks, taught by men. The wages for women were $6 per month, and their board $5 per month ; men were paid $26 per month, and board $8 per month. (We assume the men teachers had, perhaps, a little higher educational training and surely more physical strength, with which to impart knowledge to the pupils than had the women teachers).
It is also noteworthy that the management of our schools was shared by two different bodies. The Town School Committee was chosen by the town and reported to the town. It examined teachers, gave per- mits or licenses to teach, and examined the schools once or twice each term, and a thorough test of progress on that great day, the yearly ex- amination. The district or prudential committeeman was chosen by the district (which in those days built and owned its school houses) hired and paid for its own teachers, attended to providing fuel and all of the (then very meager) supplies. This committee reported to the district each year. One committee may be said to be the educational manager, the other the business manager of those old time schools. The former, little by little, gained in importance, and finally, after years of earnest dis- cussion, the abolition of district lines, and the advent of the superinten- dnt of schools, the prudential committeeman disappeared, leaving the janitor as his only successor.
From the Town Committee not a year has passed without a printed report of the physical, financial and educational condition of the schools, and let us add, an annual essay on every known or possible phase of education, often pungent and clear, and always convincing; for the town has always come to its aid, whenever requests in behalf of schools have been made.
From these reports we quote: In 1842-3, the committee reported the house in District No. 2 to be a "miserable hovel," and the year after the report alludes to the "beautiful new house erected in District No. 2." In 1845, a very limited grading, by age, was begun in No. 2. The new school house had two rooms. In 1848, a further grading of pupils was considered and the raising of money to enlarge school room for that purpose advocated. 1849-50 marked the advent of women teachers for the winter terms, in two of the schools. To Miss Sara Mclaughlin, in District No. 2, and Mrs. C. M. S. Carpenter in District No. 5, fell that honor.
The committee of 1851 made a strong plea for abolition of district lines; doing away with large and small districts; the town to provide equal advantages to all, whether in the center or borders of the town; to establish a school for the more advanced scholars, and to take away the
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demand for select and subscription schools. This plea and others bore fruit, and in 1855 a new brick two-room school house was occupied in Dis- trict No. 4, the Corner school, and in 1857 a new town hall, with rooms for a high school, was completed and occupied. At that time the employ- ment of male teachers in district schools was discontinued.
The first teacher in the high school was Mr. William Reed. He had for the short year's work of 24 weeks $375, no assistant, and eighty-one pupils from thirteen to twenty-two years of age. In his spare time he fitted one or two boys for college, and in the woods bought and cut a few cords of wood for his winter fires for his own home use. To ex- plain the large number of older pupils: Those who were done with the district schools were allowed the benefits of the high school until yearly admissions by examination of younger pupils had filled the number to its normal limits. For a few years following the establishment of the high school there was objection to its continuance, but it finally vanished as the town as a whole realized its value.
From the establishment of the High School the Town Committee continued to direct and lead the schools, and for some time little of gen- eral interest occurred, outside the never-failing interest of parents and guardians of children. The attention of the town was duly called to the various matters of management and conditions of its schools, such as state laws. The abolition of district lines and from that time (in 1870) the condition of buildings which thereby became town property. The announcement (in 1871) that the sloping floors and plank seats and desks had been replaced with level floors and modern furniture, etc. In 1874 the town tried the superintending of its schools for one year only. In 1876 the teaching of music had begun, and the committee this same year vigorously denounced "school books business as an imposition on parents who had to pay the bill." 1877 was marked by a request or de- sire that the teachers have "more enthusiasm" of a kind "not satisfied with daily routine," "a zealous love for their work, rich in expedients and methods," so that pupils will "feel that study is a delight." These and following years were marked by much discussion in the State con- cerning state management of schools. There was much doubt as to the wisdom, some calling such measures an infringement on "home rule," yet State control continued to increase, as we note. "In compliance with State law" the town in 1885 began to furnish books and supplies free to all pupils. In the year of 1888 the committee indulged in a slighting mention of visits to the schools by agents of the State Board of Educa- tion,-another intrusion on "home rule." 1893 marked the beginning of a thorough grading of the schools, and in 1895 the town "voted to accept the act empowering towns to form districts and to employ a Superinten- dent of Schools." It also authorized the School Committee to confer with committees of other towns in regard to the matter, and "if in their judgment it was for the interest of our schools to proceed to form such a
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district." As a result, the committees of Georgetown, Groveland and Rowley established such a district and in 1896 Mr. Charles W. Haley of Haverhill was chosen, and began his duties as superintendent of this new district. Late in 1898 the Town House was destroyed by fire, and the high school was removed to the hall of the Fire Engine House. The re- port of the year 1901 (for 1900) tells us of the passing of the high school, and in its place the acceptance for all high school requirements of the Perley Free School, the trustees of which had successfully arranged with the town and the State Board of Education for such acceptance. This school is strictly an endowed school. The building was constructed and the school is maintained by a fund given by John Perley, a native of Georgetown, and administered by trustees, as provided for in his will.
Repeated reports by the school committee and superintendent of the deplorable condition of district school buildings resulted in a com- mittee being chosen to survey and report to the town as to the fitness for their purpose of all school buildings. This committee, on reports of 1903 and 1904, declared the buildings totally unfit, and recommended the building of a central schoolhouse and the abolishing of district schools. As a result of these reports, the same committee were made a building committee, and in 1905 the new Central School house was fin- ished and occupied by all the pupils of the town who were under the high school grade. In 1920 the town established a junior high school course and third room for the purpose in the Perley free school building.
During these last years it may seem that there are less noteworthy changes in our schools than formerly, but progress probably. Changes surely are constant. Teachers are, technically, more alike in their prep- aration for service. Pupils are more uniform in fitness as they pass from grade to grade. Superintendents are of somewhat uniform grade, and general ability to direct the educational department of schools. There is a tendency toward what is called "team work." As long as school committees represent the public, and the especial interest of parents or guardian exists, changes and progress will never cease. The various steps in the progress of our schools have appeared slight. They have been very imperfectly recorded, owing to lack of space, time, and above all, ability.
We will in closing indicate the one great step, as it may be shown in a comparison of some items of school affairs in 1841-2 and in 1920, re- calling in considering the incomplete record of the former date that at that time considerable sums were each year paid for old time private schools. Writing and singing schools all vanished, and the courses they taught are provided for in the all-containing free public schools of today.
The cost of schools as reported by the auditing committee March, 1842, for the preceding year was $767. This included all service of teachers and committee, fuel, etc. Of this sum there was received from the State treasurer from a school fund $68.16. It would thus appear
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that the town raised $698.84. The number of pupils is not recorded, but in 1838 there were 336. Cost per pupil per year, probably a little over two dollars ($2.00). Number of weeks schooling twenty-six. Wages and board, male teachers, per month, $34.00. Wages and board for women teachers per month, $11.00. Books and supplies were furnished by pupils. Pupils built the fires and swept the rooms. The cost of the schools for the year ending December 31, 1920, $17,282.75. Of this sum the town raised $11,635. Added for Junior high school $3.000. From the State school fund $1,054.01. From the State income tax, $1,- 305.04. Reimbursement on salary of superintendent, $151.04. From contingent fund, $137.70. Total amount $17,282.75.
The number of pupils five to fifteen years of age inclusive, 367. Cost per pupil based on average membership, $51.30. Number of weeks schooling 38. Average wages of teachers per month $112.00. Books and supplies furnished by the town. Pupils from beyond the center trans- ported to and from school. Pupils do no janitor work.
One of the great educational advantages of Georgetown is the Georgetown Peabody Library, an account of which appears on another page of this work.
The Gloucester Public Schools-A worthy report of the Gloucester public schools limited to three thousand words yet extending over a period of twenty-five years, involves a close marshalling of essentials with the utmost brevity of expression. In his endeavor to meet such require- ments, the writer invokes the considerate spirit of the reader. The period of the requested report begins with the year 1888.
At the opening of this period, Gloucester was confronted with a serious problem relating to the comfortable housing of her school chil- dren. This was notably true in the case of her high school pupils. This school had once occupied a so-called home, but for years the latter had been woefully inadequate to the needs. In 1887 the old structure was visited by fire. Its destruction was generously complete, to the clarifica- tion of the situation and the presentation of an exacting emergency that was wisely met by the city government.
Appropriations were duly made; in 1888 a new building was in pro- cess of construction. The outlook became hopeful; there was the prom- ise that, with the opening of the school year 1889-90, the Gloucester High School would have its first fair opportunity to compete with other high schools of the commonwealth. This promise was happily realized. Grave doubts had been freely expressed as to the wisdom of providing a high school building large enough to accommodate four hundred pupils. Such doubts soon vanished. The new house was first occupied in Sep- tember, 1889; in 1894 the number of pupils registered was exactly four hundred, the limit for comfortable housing. To the upbuilding of this school and the quality of its work reference will be made later in the report.
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In 1895 a two-room schoolhouse was erected in the Blynman dis- trict, to the grateful relief of the congestion there. About the same time the situation in Ward Five was becoming serious. The number of pupils in this ward was fast increasing. The Collins and Babson dis- tricts were generous to a fault in sharing their buildings with outside pupils. The rooms at the Forbes were crowded; the Beacon street quar- ters were packed ; like conditions existed at the Washington street school. The needs were pressing and called for prompt action.
A new city government was organized. Almost immediately after entering upon his duties for the year, one of the businesslike members of the new government called upon a school official, making known his pur- pose in these words: "I have heard a good deal said about the need of additional school accommodations in Ward Five, and have called to get information." "Will you give the time necessary for visiting the schools of the ward?" asked the official. The question was favorably answered and an early visit made. After a thorough inspection, the city father pointedly remarked, "I have seen for myself; now I shall know how to act." Be it recorded, to his great credit, that he not only knew what to do, but set about doing it with the least possible delay, having the willing aid of those whom his report on conditions had convinced of the need of immediate action. It may be added that before this efficient servant of the public severed his connection with the city government, the Hovey building had become a welcome addition to the creditable schoolhouses of Gloucester. It was completed in 1897.
In 1900 an eight-room schoolhouse was finished in season for spring- term use in the Maplewood district. Only three of its rooms were put to use at once; but it was not long before all were occupied. Still later, all the grades were represented in this school. In 1907, following a somewhat prolonged agitation, another eight-room building was com- pleted, its location being on Eastern avenue. This schoolhouse re- lieved the congestion in the Sawyer and Hildreth districts, accommodat- ing all grades of pupils. Meanwhile the more antiquated schoolhouses of the city were receiving needed attention; improvements, more or less extensive, were being made. In some cases additions were of so generous an extent as to warrant calling the transformed buildings practically new. Almost every annual school report of this period has its record of some- thing done toward the better housing of the Gloucester school children.
In 1888 the total registry of pupils in the public schools was 3,981. The record for 1889 showed 4,101, a gain of 120. The next two years witnessed the slight gain of 46; but for the next twenty years immediate- ly following there was a steady gain at the rate of about fifty pupils per year, the registry for 1910 totaling the largest number, 5,168. This year- ly increase, small as it may seem, kept the housing problem constantly before the public, and was effective in bringing about additions to school accommodations in all sections of the city.
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Much credit belongs to the School Board of this quarter-century for the willingness to remain so long in such service. Only men of genu- ine devotion to the public welfare are ready to give of their time and pa- tience to the perplexing problems that are always confronting the guar- dians of the public schools. The chief perquisites of the office are the satisfaction of being loyal to duty, the privilege of gratuitous and gener- ous service, the honor attached, and the rasping joys of criticism.
The members of the Board at this time were men of affairs and com- manded the full confidence of the people whom they served. They were broad-minded and far-sighted; while their clearness of vision kept them from becoming visionary. They had but one purpose, and were true to it in all they did. Every step taken and every enactment made was in- tended for the advancement of public school interests. "School politics" and they had nothing in common. Of all the strong men who were members of the Gloucester School Committee at the beginning of the twenty-five years concerned in this report, only one remains to recall the activities of that beginning. He is still in the service, this being his fortieth consecutive year in the office,-a time record surpassing any other in the history of Gloucester.
Since the one aim of the Board was for results worthy of the mis- sion of the schools, its policy was shaped accordingly. Rules for the guid- ance of the school workers were of the simplest nature; their observance was never irksome. The committee earnestly desired that the teachers should derive the greatest possible enjoyment from their service; to that end they were permitted to serve as individuals; in other words, recog- nition was made of the fact that no two teachers can best do the same work in precisely the same way. Ample freedom in methods was given in order that the teacher's best might be had in return. Further, it was in accord with the policy of the Board that pupils be held to such quality of work as would make for desirable growth. Any suggestion looking toward making school tasks easy did not meet approval. The Board saw, what so many miss seeing, that it is the hardworking pupil who gets most enjoyment as well as greatest benefit from his school tasks.
While in too many places this quarter-century abounded in experi- mental innovations that would substitute the superficial for the real, the Gloucester School Committee would have none of them. Fads and frills were given prompt leave to withdraw on every petition for the privilege of helping to solve school problems through debilitating methods and programs. The Board had the wisdom to see that the worth-while man is not the product of the boy with the easy-going habit or just-get-by spirit of effort; that the boy, to be a good "father of the man," must be trained in manly ways. Again, the School Board of this period had a keen appreciation of the value of harmony as a factor in school affairs, and sought to have its influence broadly exercised. Such harmony was desired as would find expression in the happiest possible relations be-
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tween teachers and higher authorities; such harmony as banishes envy and fosters considerateness ; the harmony that brings pupils and teachers together in mutual confidence and a common purpose.
While financial conditions in Gloucester at this time would not justify the erection of palatial structures for use as schoolhouses, it was possible to transform such school buildings as the city could afford into school homes. This was happily accomplished, largely because the considerate attitude and admirable policy of the committee made the way clear and easy. Each of the twenty or more schools of the city was recognized as a unit, and granted such freedom of action as would awaken a worthy emulative spirit. It was regarded as a member of the united school republics whose aims were one, but whose individualities were afforded a choice in methods of achieving that aim. In the stimu- lating privilege of such liberty a glowing school spirit was created and set in motion. Possessed by this spirit in large measure, the school workers, teacher and pupil, found themelves less concerned about palatial surroundings than about what they could do, how well they could do it, and enjoyment to be derived from the doing. With such a spirit domi- nating the school house, an attractive school home was the inevitable result.
Does it need to be added that such home-like conditions in the school enhanced the value of the work accomplished? On this point the writer is permitted to quote from the observations of that eminently efficient worker and leader in Gloucester school affairs during this period, Prin- cipal Tingley, of the Sawyer School. Referring to the School Board's lib- eral and trustful attitude toward the teacher, he declares his grateful approval of it, "Because the joys of the teacher's life were so positively reflected in the quality of her work." How gladly Principal Tingley wel- comed this policy and how eagerly he accepted it to the upbuilding and strengthening of his own school are matters of common knowledge.
But the school home was not without its wider influence. The good school spirit could not be confined by schoolhouse walls. It made its way into the parental home, finding there a quick and supporting response. The community at large felt its touch and willingly yielded itself to it. The union of these three agencies-the school, the home and the com- munity-in concerted furtherance of the educational interests of Glouces- ter, was tellingly significant for good. In confirmation of the closer and worthier relationship established by this welding of school and associate interests, there was apparent a school attendance of remarkable excel- lence; for it is a statistical fact that throughout this period of twenty-five years Gloucester led the cities of the commonwealth in the daily-percen- tage attendance of school children. The writer has often wondered how large a proportion of the community realized, at the time, the extent and value of its contribution to the welfare of its public schools through its salutary influence toward creating a glowing school spirit and thus help- ing to establish the attractive school home.
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Limited space permits only brief mention of some of the specialties connected with the educational work of the Gloucester schools during the whole or a part of these twenty-five years.
Military training in the High School had been given a trial and had demonstrated its value to the boys of the school. Its continuance through this quarter-century followed as a matter of course, with the warm ap- proval of school authorities and the public. Later, physical education was carefully and systematically introduced. Its beneficial results were so manifest as to give its worth to the schools early recognition. It soon found permanency in the curriculum of every school. Still later, manual training found its rightful place among the school industries. It had been given a trial in a limited way some years before; for reasons largely financial it had been discontinued.
The Teachers' Lecture Course was authorized by the School Board for the purpose of giving teachers the desirable advantage of coming under the educational and inspiring influence of eminent talent from the lecture field. The granting of this privilege was but one more generous act among the many so happily in accord with the desire of the Board to enrich school service. Those worthy men builded better than they knew. It may be added that the benefits of the course were felt outside the circle of teachers. The interest of the entire Cape Ann community was aroused, expressing itself in most gratifying results. This adjunct to the work of the public schools extended through the last fourteen years of this quarter-century, each succeeding year witnessing deeper interest and growing patronage.
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