USA > Massachusetts > Suffolk County > Boston > The memorial history of Boston : including Suffolk County, Massachusetts. 1630-1880, Vol. IV > Part 31
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For nearly fifty years the Boston Latin School was the only one sup- ported by the town. In 1682 it became so crowded that two others were established, " for the teaching of children to write and cipher."
The question naturally arises, Why were not schools for the common English branches the first to be established? Those who appreciate the re- ligious character of our Puritan ancestors will not think it improbable that in providing so early for instruction in Latin and Greek, and preparing young men for college, their object was to secure a body of learned scholars who "by acquaintance with ancient tongues" should be able to obtain a
1 The compensation of the head-master, Wm. C. Collar, is larger than that of any one of our public teachers.
2 In electing a city school-committee it fre- quently happens that politics and sectarianism are prominent agents. The consequence is that the best qualified men are often superseded by others whose only claims are that they belong to the dominant party in politics or theology The records of the trustees show that such a
state of things never existed, and could not exist, in their board. We have thought it right to give a full account of this school, because Rox- bury, which for more than two centuries was au independent town, has become by annexation a part of Boston, and therefore identified with its interests. [Mr. Dillaway published a History of the Roxbury Latin School in 1860, with biographi- cal sketches of the ininisters of the First Church and other trustees. - ED.]
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EDUCATION, PAST AND PRESENT.
knowledge of the Scriptures, and become qualified "to discern the true sense and meaning of the original." 1
RICHARD .: 14 PAINTING 3+4H
THE OLD LATIN SCHOOL.2
One of the schools in writing and arithmetic soon became classical in its character, and was called the North Latin School till 1790, when it was restored to its original purpose.3 Since that time the Boston Latin School
1 The training of ministers was one of the chief objects in the foundation of the college. Our forefathers believed in a Church even with- out a· bishop, as they did in a State without a king.
" This Courte being sensible of the necessity and singular use of good literature in managing the things of greatest importance in this Com- monwealth, as also perceiving the fewnes of persons accomplished in such employments, especially for future times, have thought meete to propose to all and every our rev. elders and brethren, that due care be had from time to time to improve and exercise such students, especially in divinity, as through the good hand of God may issue forth of the colledges, that so for want of imployment or maintenance they be not forced from us, and we left destitute of help that way." - Massachusetts Records, ii. 167.
2 [This cut follows a water-color belonging to Mr. Epes Sargent Dixwell, and is copied by his kind permission. A portion of the rear of King's Chapel, given in the foreground, fixes its exact location on the opposite side of School
Street ; the site is now covered by the Parker House. The building was erected in 1812, and was. taken down in 1844; and some reminis-, cences of it by George S. Hillard are printed in The Boston Book, 1850. It was the second build- ing on that site, the previous one having been built about 1748, when the school-house on the opposite side of the street was given up. Mr. Dixwell was head-master of the school from 1836 to 1851, his immediate predecessor (1831 to 1836) having been the writer of this chapter. - ED.]
8 In 1741 the population of the town was 16,382 ; the number in the schools as follows : -
South Writing School 73
Queen (now Court) Street 73
North Grammar . 230
South Latin 94
North Latin 65
535
In 1758 the selectmen, after their official visit, reported "841 in all, and which were found in very good order." In 1800 there were seven free schools, with 900 pupils, of whom 160 were
VOL. IV .- 31.
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THE MEMORIAL HISTORY OF BOSTON.
has been the only one of our free institutions, established by the School Committee and under their control, where boys could be prepared to enter college.1
In 1789 there was a thorough reorganization of the school system, to adapt it to the circumstances and wants of the time. The course of in- struction, which was prepared by a committee of eminent men, among whom was the distinguished patriot Samuel Adams, was as follows : --
" In Town Meeting, Oct. 16, 1789. Voted, that there shall be one writing school at the South part of the Town, one at the Centre, and one at the North part ; that in these schools the children of both sexes shall be taught writing and also arithmetic in the various branches of it usually taught in the Town schools, including vulgar and decimal fractions.
" That there be one Reading school at the South part of the Town, one at the Centre, and one at the North part ; that in these schools the children of both sexes be taught to spell, accent, and read both prose and verse; and also be instructed in English grammar and composition."
Although these schools were intended for both sexes, girls were admitted to them only for half the year, - from April to October. This rule con- tinued till 1828, when they were allowed to attend the whole year, and until sixteen years of age,-the boys being required to leave at fourteen. It is noticeable that no text-books were named; there was little need of it, for until about that time there was but one school-book proper which children were expected to have, and that was Dilworth's Spelling-Book, containing a brief "treatise on English grammar," which was probably the grammar required to be taught. The Testament, Psalter, and Bible were the only reading-books. There were no printed copy-books for writing, and no slates in use, the ciphering being done on paper. The requirements of this programme were considerably above what had previously been taught in the schools, and were by many thought to be excessive.2
Among the important changes made during the last forty years .were the abandonment of the " double-headed " system, and the placing of each school under the care of one master, with such assistants as might be re- quired. In the construction of school-houses, the rooms have been so ar- ranged that each class may be by itself. Another change has been made which some may not think an improvement, in the adoption of the system of large schools, each containing from 600 to 900 pupils.
taught Latin. [Thomas Hutchinson, the father of the Governor, gave to the North End its first school-house, which was built on the lot where now the Eliot School-house stands. Shurtleff's Description of Boston, 205. - ED.]
1 Its present head-master is Moses Merrill, Ph.D., a graduate of Harvard University. He was elected in 1877, after many years of success- ful service in the school.
2 The curriculum of instruction has been ex- tended in our days to a degree that would have
astonished our forefathers. To their "reading, writing, grammar, and ciphering," have been added geography, morals, manners, vocal music, natural philosophy, drawing, history, declama- tion, physiology, book-keeping, and the Consti- tution of the United States. Some of these would not unreasonably be considered high- school studies; but it must be remembered that for many the grammar-school is the last stage in their training for the labors and responsibilities of active life.
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EDUCATION, PAST AND PRESENT.
Vocal culture, physical training, and vocal gymnastics have been adopted as a part of the system for all the schools. Music, besides its refining and humanizing influences which all acknowledge, has been of practical advantage in many ways. It has been an efficient aid in making good readers.1 It has been, too, a relief from earnest and exhausting study.2 " Recreation," says Locke, " is not being idle, as any one may observe, but easing the weary part by change of business." The system originated in Germany, whence it spread into Holland, Switzerland, and France; more recently into Great Britain, where it encountered the same opposition as with us.3
Another progressive step has been made by a better understanding of that much-abused word " discipline." Fifty years ago corporal punishment was considered a necessity in all our public schools. It is comparatively rare now, and daily growing less frequent. "Discipline," says Coleridge, " is the maximum of watchfulness with the minimum of punishment." Our best teachers do not believe that severity is an attribute of true discipline.
We must number among the important improvements the introduction of drawing, - an art so valuable to every engineer, builder, designer, ma- chinist, men of all professions and trades, that it seems indispensable in the list of public-school studies. An act of the Massachusetts Legislature in 1870 makes the teaching of drawing obligatory, and requires industrial drawing-schools to be set up in the cities and towns of the State having more than ten thousand inhabitants. The former of these had already been anticipated in Boston. Fortunately the facilities afforded by the Massachu- setts Institute of Technology, both in respect to instructors and accommo- dations, rendered it practicable to open evening classes in industrial drawing on a liberal scale. Eight teachers were employed on free-hand and mechan- ical drawing, the number of pupils being about five hundred.
The centennial report of the French commissioners, after commending the exhibition from our public schools as " extremely remarkable, the most complete of all and the most methodically arranged," goes on to state that Massachusetts does not propose to multiply the number of artists, but to create able artisans; not to procure a few talents in harmony with the best
1 Roger Ascham, the famous teacher and scholar of the Elizabethan age, said: "All voices, great and small, base and shrill, weak or soft, may be holpen and brought to a good point by learning to sing."
2 The instruction of our young people in music during the past forty years has had the good effect of introducing congregational sing- ing - the most impressive form of devotional music - into many of our churches. This alone would compensate us for all the expense we have incurred, and for the strenuous effort made to overcome the prejudice against singing as an element in our common-school education. Martin Luther said: "As for myself, if I had children, and were able, I would teach them not
only the languages and history, but singing like- wise; and with music I would combine a full course of mathematics."
8 When a prominent member of Parliament suggested in the House of Commons that sing- ing should be taught in all the schools as in Germany, his suggestion was received with ridi- cule. This spirit of opposition afterward elicited from the celebrated John Hullah, an earnest ad- vocate for music, the quaint remark : " Yea, verily, thanks to the arduous labors of those who well addressed themselves to ears as deaf as stone walls on this subject, the principle is now at length recognized by all the educational societies in the realm." Says Byron, -
" There's music in all things, if men had ears."
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THE MEMORIAL HISTORY OF BOSTON.
well-to-do population, but to give to the thousands of future workmen the sum of knowledge and aptitude which they need to increase the value of their labor, to get a larger price for their work, and finally to unite and per- fect national industry. A triennial exhibition of drawing made in our city schools and free evening drawing-schools was held in conjunction with that of the State schools in the beginning of June, 1879. The report of the judges stated that a greater average of excellence of rank was manifestly observable since the previous exhibition in 1876.1
The report says : -
" Every sheet of drawing on any one screen in the Primary and Grammar divisions - represents a different school ; and we notice a general uniformity of careful work in all. . . . This is more satisfactory than the exceptional excellence of a few schools, which used to be observable several years ago. In the High Schools also there can be no doubt of a progress having been made, both in the system of study pursued and the attainment of the pupils in individual studies. In the evening schools, with one or two exceptions, a more systematic course of study is evident in the individual subjects of machine drawing and ship draughting; and many of the free-hand works from the cast in several schools display great excellence." 2.
The provision of a superintendent 3 has contributed largely to the success of our schools. Nathan Bishop, a gentleman of experience and eminent fitness for such an office, was the first to hold it. His successor was John D. Philbrick, LL.D., whose services continued for the long period of twenty years. He fully appreciated the importance of our educational institutions, and by his good judgment, energy, and perseverance effected many changes in their management which time has shown to be improvements.4
1 [See H. E. Scudder's paper on " Education mittee. In addition to the examination in detail by Hand," in Harper's Monthly Magazine, vol. lviii. p. 406 .- ED.]
2 The department of drawing has been until recently under the direction of Walter Smith. His successor is Henry Hitchings, a gentleman of ability and large experience. [See the chap- ter, " Art in Boston," by Arthur Dexter. - ED.]
8 This office was established in 1851. The superintendent is elected biennially. He is re- quired to devote himself to the study of the public-school system, and to keep himself ac- quainted with the progress of instruction and discipline in other places, in order to suggest appropriate means for the improvement of our own schools. He must see that the regulations of the School Board are carried into effect, visit each school as often as his other duties permit, and be able to suggest improvements * and remedy defects in their management. He becomes a member of the Board of Super- visors, and when present must preside at its meetings.
Another important aid in our educational system has been given by the Board of Supervi- sors, - the executive branch of the School Com-
of all the schools, they are required to ascertain by careful inspection the sanitary condition of the schools, houses, and premises, including the heating and ventilating apparatus ; the mode of government, including motives of study, prin- ciples, and methods of classifying and promoting pupils; the merits, defects, and needs of each school, -and in general the physical, mental, and moral condition of the scholars. Another important duty devolving upon them is the ex- amination of candidates for the office of teachers in our schools of all grades. This Board was established in 1876. Its members are elected biennially by the School Committee. Very wisely the claims of both sexes are equally re- cognized in the election of members of both boards. The present Supervisors are Samuel W. Mason, Lucretia Crocker, Ellis Peterson, Francis W. Parker, George A. Littlefield, and John Kneeland.
+ His annual reports from 1857 to 1878 abound with practical suggestions of great value, and give a complete history of our school system during that period. My acknowledgments are due to him for many of the statements in this chapter.
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EDUCATION, PAST AND PRESENT.
The next incumbent was Samuel Eliot, LL.D., whose rare scholarship and familiar acquaintance with the best educational institutions in Europe as well as in this country admirably qualified him for so important an office. Unfortunately for us, after two years of eminently successful service, failing health compelled him to resign and seek in other lands a restoration to his former vigor. The present superintendent is Edwin P. Seaver, Ph.D., for- merly head-master of our English High School.
In speaking of our grammar schools, we are reminded of the great ser- vice rendered to them and to the cause of education generally by the late Horace Mann. In 1837 he was elected Secretary of the Massachusetts Board of Education, and for many years discharged with great efficiency and success the duties of that office. By his lectures and writings he awakened an interest in our schools which had never been felt before. Through his influence important changes were made in the school-laws of Massachusetts, and a thorough reform was effected in the educational system of the State. He was a gifted and heroic philanthropist.1
In 1818 provision was made for the instruction of children from four to seven years of age. The primary schools established for this purpose seem to have originated in a general desire of our citizens to relieve the Sunday- schools from the great amount of secular instruction received there, which was fast crowding out the religious training that should be the object of such institutions. But this was not the only or the chief consideration. It was found that several hundred children under the age of seven did not attend any school, because the charity schools were in most instances pro- vided for girls only, being under the inspection of ladies, their founders, and the private schools were too expensive for parents of moderate means. Another consideration was, that the children who had not learned to read or write could not be received into the grammar schools, and were there- fore virtually deprived of their advantages. How important the citizens of Boston considered such elementary instruction may be inferred from the fact that two hundred of its most prominent men petitioned for a public meeting in Faneuil Hall, to consider the subject. Among those most in- terested was the late James Savage, a well-known and influential citizen, of strong benevolent impulses, under the control of a sound, practical under- standing. In that forcible manner so peculiar to him, whether in speaking
1 When the new Constitution of Massachu- setts was adopted, in 1780, public education was duly recognized. An article, the spirit of which was in accordance with the legislation of 1647, was adopted, and still remains the fundamental law of the State. In 1834 $1,000,000 were raised in Massachusetts to aid the towns in their educa- tional labors. By an act of the Legislature in 1854 it was enlarged to $1,500,000, by the trans- fer to the fund of two thousand nine hundred and forty-four shares of the stock of the Western Railroad Corporation, held by the State. By a law of 1859 the fund has been increased to
$2,000,000 by the sale of lands on the Back Bay. One half the income is annually distributed among the cities and towns of the State, in proportion to the number of children in each between the ages of five and fifteen years. No apportion- ment, however, is to be made to any town or city which does not send a report and raise by taxation three dollars for each child for the support of schools. The establishment of the "School Fund," and the organization of the Board of Education were the most important measures ever adopted by our State Legislature for the improvement of our educational system.
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THE MEMORIAL HISTORY OF BOSTON.
or writing, he urged upon the authorities of the town the importance of this class of school.1
At this public meeting the selectmen and school committee were op- posed to the movement. Indeed, so strongly were they prejudiced that they retained the eloquence and personal influence of Harrison Gray Otis on their side; but they were defeated by a large vote of the people, and the primary schools were established. No one'well acquainted with our system of public education can fail to appreciate this early introduction to it.
Recent statistics show the magnitude and importance of these schools. More than half the children educated at the public expense attend them, and nearly all the rest have gone out from them to enter the higher grade. Boston has now four hundred and six primary schools, with the same number of teachers, and twenty thousand seven hundred and thirty schol- ars.2 Previous to 1862 children were admitted at four years of age; since that time those under five have been excluded.3
It is a noticeable fact that until primary schools were instituted we had not begun to recognize the great value of woman's assistance in the instruc- tion of the young. In this new field that assistance was indispensable, and its success so evident that women soon became teachers in our grammar and high schools, and are now a powerful aid in every educational movement.4
1 From a communication by him in the Daily Advertiser of April 1, 1818, we copy the follow- ing passage, which will show his philanthropic spirit and his earnestness in advocating what he believed to be right : -
" In the report of the School Committee we are told that the number of children between the ages of 4 and 14 is 526, who go to no school. What are those children doing? Who has charge of them? Where do they live? Why are they not at school ? The committee have not informed us. Have they not the right to a. good bringing up, and to a common-school edu- cation ? and have they not a right to a common share of the friendship of the community ? If their parents neglect to provide them a school, is it not the duty of the town to do it? And if the town takes no interest in their welfare, is it not the duty of the Legislature to make laws for the purpose of saving these dependents, - these sufferers ?"
2 When first instituted, the Primary-School Committee consisted of thirty-six members, the number of schools under their care was twenty- five, and the number of children about one thou- sand. When this committee became extinct, in 1855, by a transfer of its duties to the Boston School Board, there were one hundred and ninety-six members, one hundred and ninety- seven schools, and over twelve thousand chil- dren. The reasons for a change were : (1) The questionable legality of its organization ; (2) Be- cause, as a deliberative or executive body, it had
become too numerous for its purposes ; (3) Be- cause of the mode in which its members were elected and vacancies filled ; (4) Because its con- tinuance perpetuated a want of unity in our school system.
3 Attendance from five to seven was volun- tary. In the compulsory system the aim is to include only those children whose physical and mental development renders them able to attend school at all seasons of the year. For this reason the lower limit of legal age in most countries is fixed at six years, - in Massachusetts at eight. In England compulsory attendance begins at five years of age, but children are admitted to the infant schools at four. See Annals of the Boston Primary School Committee, from its first Establishment, in 1818, to its Dissolution, in 1855, by J. M. Wightman. Boston, 1860.
+ Women are equal to men in teaching, and superior to them in forming the tastes and man- ners of their pupils. Few members of our School Board would dissent from this opinion, and yet the compensation given to women bears no comparison with that given to men. There have been many evidences of progress in our educational system,-we look for one in this direction. In the census of 1870 it appeared that there were two hundred thousand teachers in the public schools of the United States, and of these one hundred and nine thousand were women. According to the report of the United States Commissioners of Education, published in 1879, there were in Massachusetts one thou-
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EDUCATION, PAST AND PRESENT.
In connection with the primary schools should be named the Kinder- garten, one of which was begun in 1870, with the understanding that if successful it should be continued and others established. No one has ever questioned the success of the experiment; indeed, the best friends of education were enthusiastic in their admiration of its results. We like the system of Froebel, because it allows children to be children, and governs them by no iron rule.1 The training of those of Kindergarten age must be by persuasion, not compulsion. "There should be as much life, joy, and nature," says Arthur Helps, "put into teaching as there can be." The School Committee found no fault with the results of the experiment, but were unwilling to continue one school of this class, which as they believed would be for the benefit of a favored few, and were so alarmed at the pros- pective cost of adopting the system, that they discontinued it altogether.
Fortunately for Boston the friends of Froebel and his admirable mode of training young children determined that what was so well begun and had proved so successful in its results should not be abandoned. Through their activity and public spirit the means were obtained for establishing several Kindergarten schools. One Boston lady, Mrs. Pauline A. Shaw, whose lib- erality and right appreciation of the interests of the young will be held in honored remembrance, is sustaining at her own cost no less than thirty of these schools and fifty teachers in different parts of the city. A large proportion of the recipients of her bounty come from the poorest classes, many from homes where they suffer from neglect and ill-treatment. On reaching these schools, the wants of the body as well as of the mind are cared for; the ragged clothing is thrown aside, and cleanliness is allowed its claim among the higher virtues.2
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