USA > Massachusetts > Norfolk County > Dedham > The record of the town meetings, and abstract of births, marriages, and deaths, in the town of Dedham, Massachusetts, 1887-1896 > Part 51
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But we dedicate it not alone to the past. We dedicate it to the present, to the public spirit and liberality of the citizens of Dedham, who, in town meeting assembled, in 1894, did, like their fathers of old, " with an Vnanimous consent," vote to build the school-house and provided the money for its erection.
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We dedicate it also to the future, to the unnumbered . troops of dear children, whose infant minds shall here be directed into paths of true and sound primary school learn- ing, to thousands and tens of thousands of ingenious youth, who shall here acquire a knowledge of grammar school studies, which shall be. to them a greater blessing than inherited wealth or ancestral distinction. Lastly and su- premely, we dedicate this noble building to the noblest institution of happy, proud America, the Alma Mater of our wonderful and majestic civilization,-the free public school.
VII.
SONG.
Holy, Holy, Holy, O Sweet Summer Wind.
BY THE SCHOOL.
THE CHAIRMAN,-Ladies and Gentlemen, we had hoped that the Rev. John J. O'Keefe and the Hon. George Fred Williams would be present and address you. But we have one of our clergymen with us who is always heartily welcomed by a Dedham audience. I have the great pleasure of now inviting him to speak to you, Rev. JOSEPH B. SEABURY.
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VIII.
ADDRESS.
REV. JOSEPH B. SEABURY.
MR. CHAIRMAN, LADIES AND GENTLEMEN :- It is no pas- time to build and equip a modern school-house. Patient and unwearied toil is required through many months, from the day the plans of the building are accepted, to the glad hour of dedieation. The parents of these pupils who are here to enjoy the privileges of school training should recognize the un- tiring labor of the school board and of the chairman and secretary of the building committee. I join you in tendering to them our profound thanks for the work they have done to bring this comely building to completion. The task has de- manded of them close attention, repeatedly taking them for long hours from their pressing business and professional duties. Nothing but genuine love for the public schools of Dedham could have secured for us their valuable services, rendered heartily and gratuitously.
There are two men who, if it had been possible for them to have been here, would have added a peculiar charm to this occasion. As they are in another sphere, we will im- agine them occupying these two vacant chairs on the platform -they are John Hunting, chairman of the first school board, the board of 1644, and Ralph Wheelock, the first school- master, pioneers in the educational history of Dedham. Starting from the site of the original school-house near yonder green on High Street, we picture them led to this room blindfolded. Remove the bandages and bid them look about them. What must be their surprise as they gaze upon this ample hall, their curiosity as they look at those brass objects on the wall, at the pipes extending around the room, at that row of buttons! As they rub their eyes they recognize in you human beings, and not disembodied spirits to which they have been accustomed. When they take in the situation
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they will come to see that they are in the midst of surround- ings for which they are largely responsible. They are told this is the Avery School. It brings up tender recollections. They knew the father of the man whose name. this school bears. He was their co-laborer. These relics of a former generation may with pardonable pride go about this building and examine its facilities for training the young; then they may enter a claim to proprietorship in this structure.
This building is the expression of certain great principles which our guests of two hundred and fifty years ago sought diligently to assert and found. They rejoice to know that those vital principles are to-day in force. Having discovered them they are content to take their flight. What are those principles ?
1. Obligation. It is not for the citizen to say whether his child shall be educated or not. It is the law. Lycurgus resolved the whole business of legislation into the one grand purpose to train the young. Education gives the youth command of himself. It reveals to him . his possibilites in life ; it makes him master and not slave; arbiter and not antagonist. A boon so beneficent most be thrown open to one and all ; therefore, free schools. It must not be left to the caprice of fortune; therefore, free schools supported at public expense. Everything of any value is costly. It costs in proportion to its worth, and costs all it is worth. Education must be measured by its value to the State, and to the individual citizen. It is our priceless right to be educated. If, as Aristotle says, the difference between an educated and an uneducated man is the difference be- tween a living man and a dead one, who would diminish the amount expended upon our public schools ? Education is costly because of its inestimable value. In early colonial times Harvard College was maintained in part by the profits of the ferry over Charles River, and each person living in the colony was obliged to contribute one peck of corn annually toward her support. Children of the Avery School ! Take
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care of this building, keep it fresh and bright, use it faith- fully, studiously. To-day it has been dedicated to you. You are trustees of this sacred trust. Show by your faithful at- tention to your studies that you are worthy of this high privilege.
2. Breadth. Education has a wonderfully expansive power. It vitalizes all it touches. This is especially true of a man's municipal life and all the interests of citizenship. Take for example the simple right of suffrage. Without education the suffrage is a scourge. The untrained voter is a menace to the State. The ballot must have behind it the man-the full manhood of the man-to make it efficient.
A weapon that comes down as still As snowflakes fall upon the sod, But executes a freeman's will
As lightning does the will of God ;
And from its force, nor doors nor locks Can shield you,-'tis the ballot box.
These glorious words of John Pierpont apply to him who can use this weapon intelligently, and to him alone. If as a result of any election a citizen is suddenly brought into prom- inence, how he prizes his early education ! When it is lim- ited how he mourns its deficiencies ! Let the young prepare for the unexpected demands upon them in mature life. Of men and women alike the State will in the near future exact large service. Where every citizen has a voice in government he must know how to govern. It is a part of his equipment to be ready like the minute-men of old for a sudden call to. duty. The action of the town of Dedham two hundred and fifty years ago had a potent influence on the school legislation of the Massachusetts colony. "Within three years after Dedham's decisive action, the General Court made the free public school a part of her political system." Education is woven into the fabric of the State. Our political life de- mands well-trained leaders whose breadth of knowledge shall be commensurate with the work before us, whose minds may meet and solve the knotty problems of government.
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3. Progress. During the last 50 years the means and appliances of education have advanced marvelously. This building chronicles the present high water mark. This idea lay deep in the system of our fathers. As Mr. Ely in his dedicatory address has told us, if it had not been for the wise and prudent provision of our fathers, this building would not have been possible. Their methods were adapted to their times and these to ours.
Their system early developed capacity for growth. It could not be tied down to definite methods of instruction. It has kept pace with the advancement of the people in every other department of life. It has given momentum to them all. None would have been so alert to approve the present day facilities for training the young as those were who laid the corner-stone of the public school system in this town. To all the means for training the young to love the true, the beautiful, the good, our fathers would have given their hearty endorsement. Drawing, book-keeping, mechanical industries form a part of the equipment of the school curriculum up to date. If our friends of long ago were sitting here and listen- ing to the song, "Holy, Holy, Holy," as sung here to-day, they would applaud as heartily as any of us.
The exactions of modern times require of the school board that only the best teachers be provided for our pupils. Would you have your children taught by one who was once examined for a position as teacher in one of our Massachu- setts schools, who, when asked to spell and define the word " hazardous," replied : " H-a-z-a-r-d-e-s-s, a female hazard ?" It was always considered hazardous business to be a teacher. Let the standard be kept up. Let us have the highest quality of instruction, let us follow the example of our fathers and push forward the ideal of public education.
In early days the sessions of the public schools were held in the meeting-house. There was a sacredness thrown around education at the start. It was a divine privilege to be edu-
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cated. Let our education be an act of reverential consecra- tion to the pursuit of the highest knowledge. Over the arch of the Peristyle facing the Court of Honor at the great Ex- position were the words, "Ye shall know the Truth and the Truth shall make you free." As our children pass under the archway of their course of study, may they emerge into life's "Court of Honor," their field of service for their fellow- men, carrying with them the two magic words of the Repub- lic,-Truth and Freedom.
THE CHAIRMAN,-Ladies and Gentlemen, it would be difficult to answer whose services had been more valuable to the public schools than those of the one who will now speak to you. For many years he was a teacher in this and other schools until promoted to a leading position in the schools of the city of Boston. His interest in our schools was not diminished; and for many years he was one of the most efficient and valuable members of the School Committee. I will now call upon him to address you,-MR. CHARLES F. KIMBALL.
IX.
ADDRESS.
CHARLES F. KIMBALL.
[This address was delivered without notes, and in consequence only a brief report can be given here.]
Mr. Kimball congratulated the Building Committee, Principal Howard, and the people of the town on the con- struction of the new building. He spoke of his deep interest in the schools of the town, of his pleasant service as a
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former member of the School Committee; of his recollec- tions of the schools since he came here to live, in 1863; and of the progress made in the development of educational work since that time. Several new studies had been intro- duced, such as music, drawing, manual training or sloyd, gymnastics, and civil government; and he predicted that still another, the kindergarten, would soon be added. He reminded the boys and girls that the polished walls of the school room would not of themselves make polished scholars, but that it would take hard work to make the right kind of polish. In conclusion he spoke of the great responsibility resting upon the parents in the education of their children.
THE CHAIRMAN, - Ladies and Gentlemen, effi- cient as have been earlier head masters of this school, I am sure that I voice the sentiments of the audience when I say that none were more successful than our present Principal. In instruction, in discipline, in awakening in the children an inspiration to do good work, and to be in the truest sense manly and womanly, he does all that we could desire or ask. I have now very great satisfaction in requesting him to address you,-Mr. DORUS F. HOWARD.
X.
ADDRESS.
DORUS F. HOWARD.
MR. CHAIRMAN, PARENTS, AND FRIENDS OF THE AVERY SCHOOL :- We are to be congratulated here to-day on this most interesting and auspicious occasion. After years of patient working and waiting, to witness these exercises of dedication, and to take part in them affords us a pleasure
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THE MASTER'S ROOM.
THE AVERY SCHOOL. 31
and a satisfaction for which we hardly dared hope. But through the liberality of the Town, always generous in its provisions for its schools, and the unwearied efforts of the School Cemmittee and Building Committee, we have here this beautiful school building, elegant in all of its appoint- ments, and ready for use.
You will remember that Pizarro, the Spanish explorer, in the sixteenth century, pushing his way along the Andes, found a people called the Incas. These people had gorgeous temples dedicated to the worship of the sun, and furnished with vases, censers and ewers of solid gold. Upon one wall of the temple was a representation of the blazing sun, in solid gold, with its rays shooting out in every direction. Our temple is not dedicated to the sun, but to the cause of free public education. Our temple does not contain golden orna- ments or vessels of gold or silver, but it is to be filled with children, the most precious jewels, not only of the homes from which they come, but of the State, of which they will so soon become citizens.
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Without going into details more minutely, it is thought that a few facts in the history of the school since 1880 might interest you. In that year there were in the two upper classes in the principal's room 22 pupils. In 1895 the same two classes numbered 56 pupils. The graduating classes of 1881 and 1882 contained eight and six members respectively ; those of 1894 and 1895, 21 and 23 members each. In the years following 1880 a very large per cent. of the upper classes dropped out of school before finishing the course. Last year the two higher classes lost but one pupil each. The entire number graduated from the school in the past fif- teen years is 205. Of these many have continued their studies in the Dedham High School, some have taken courses at colleges and other schools. It is a matter of pride to all interested in the school that so many of its graduates stand high in the professions, and that nearly all are filling posi- tions of trust and usefulness.
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There have been many changes in the corps of teachers during the past fiteen years, as you parents so well know. Bnt these came in the natural order of events. Commonly, as teachers proved themselves eminently efficient and skilful in their schools, they have been invited to accept more lucra- tive positions in other places. In some places the advantages of location and the attachments of home proved stronger than the allurements held out by the distant city. Of those who yielded to these allurements, one teaches in Yonkers, N. Y., another in Milwaukee, one in Chicago, several in Brook- line, Boston, Chelsea, and six or more in Cambridge. While the loss of a good teacher is a matter of regret, and often makes a serious break in the harmony and unity of the school work, still it is well for us to bear in mind that it was the very excellence of their work which led to their pro- motion.
May the Avery School, in its commodious building, its teachers newly consecrated, its pupils earnest, and all having your confidence and loyal support, in the future, as in the past, go forward to be a greater power for good in the com- munity, in fitting, or helping to fit the boys and girls of East Dedham for the varied duties of life.
THE CHAIRMAN, - Ladies and Gentlemen, the next speaker needs no introduction to this audience. I know you will be glad to listen to him, the REV. JOSHUA F. PACKARD.
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XI.
ADDRESS.
REV. JOSHUA F. PACKARD.
MR. CHAIRMAN, MEMBERS OF THE SCHOOL COMMITTEE, LADIES AND GENTLEMEN : - I have heard of one who asked this question, -- What shall he do who cometh after the King? As I have listened to the very able addresses, so replete with historical facts relating to the cause of educa- tion in this town of Dedham, I have asked myself again and again the question,-what can I say that will be of interest to the people who have gathered? The hour is somewhat late, and you have listened patiently to those who have pre- ceded me. I shall not now detain you by any very lengthy remarks.
The very pleasing circumstances with which we find ourselves surrounded at the present time ought to make us feel in our happiest mood. It is certainly an important act which is performed when a company of people dedicate a building to any really noble purpose. I cannot for one moment think that we have gathered here to-day because we have been prompted to do so by mere idle curiosity. Our presence here, if we have come, as I believe we have with honest hearts, declares certain very important truths. Concerning some of these it is my purpose to speak briefly at the present time.
And, first of all, our presence here declares our faith in the public school system of America. By our coming together we have declared that we believe in that system. It really began in our country with those initial efforts which led up to the founding of our great republic. The crested waves rolling shoreward brought the Mayflower into the harbor of Plymouth. But that craft bore not only men and women, but ideas, as well. It brought to these shores cer-
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DEDICATION OF
tain great principles which were to mould the character of the future republic. That company which gathered in the cabin of the Mayflower to sign that compact which began with these words, "In the name of God, Amen," believed in the education of the people. Ere long houses of worship were erected, and ere long, too, there appeared the school- house. Side by side they stood, each occupying a distinctive field for the betterment of the people. Our fathers acted wisely when they wove into the fabric of colonial life the great truth of public education. With the flight of years, the idea that the American people must be an educated people has gathered strength. As the pioneer has pushed his way into the West, he has taken the idea of a free pub- lic school, open to all the people, with him. And the tens of thousands of school-houses in our republic-found not only in our great cities and larger villages, but crowning many a hill top, nestling in many a valley, and standiug like faithful sentinels at many cross roads-declare the belief of the people in the thought that public schools are a necessary factor in true American citizenship. We come to-day to dedicate to the cause of education this beautiful building, which henceforth is to be identified with the public school system of this ancient town of Dedham. If this act of ours means anything, it means that we have confidence in that system with which this building is henceforth to be connected. We declare our belief that our public schools have not been a failure, but that they have been a blessing to the community and to the world. We are persuaded that though the past history of the public school in America has been grand, there is a yet grander future before it.
In the second place, by our coming here to-day we declare our belief that our system of public schools is intimately connected with the liberties of the people. We are a free people. We make our boast of the fact, and we have the right to boast. A strange people would we be if we did not rejoice in that liberty which has come to us as a glorious
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heritage from our fathers. Stronger than ever before is the love of liberty which fills the true American heart. But whatever the degree of liberty which may be enjoyed by the people of our republic, that liberty is due in a large measure to the fact that there has been an effort put forth to drive ignorance from our borders by educating the people. He enjoys true liberty who not only has no shackles upon his limbs, but whose intellect and whose conscience are un- fettered. Coleridge was on the right track when he asked:
For what is freedom, but the unfettered use Of all the powers which God for use had given ?
The more clearly the light falls upon the landscape the more clearly you discern the beauties of that landscape. The gray of the early morning reveals the world around you but indistinctly, but when the sun has mounted above the hori- zon, a new world seems to lie before you. When ignorance binds a man or woman, you may get a faint idea of what might be ; but when the light of true education falls upon the mind, then, as the rose unfolds its petals, revealing greater loveliness, so human character unfolds itself in greater rich- ness, beauty and worth. The thought of freedom blossoms into the fact, and men and women assert themselves, claim- ing that freedom which is heaven's gift to them. The idea of liberty and the love of freedom are fostered in our public schools. As it is impossible for light to abide with darkness, as it is impossible for a person to be a barbarian and a civil- ized being at the same time, so it is impossible for our public schools to perform faithfully their distinctive work without strengthening the thought of liberty, and the love of liberty in the hearts of the children, and hence in the hearts of the people. This has been in part the work of our public schools in the past, and God grant that it may continue to be so throughout all the future. May it never be true that educa- tion in our public schools shall be separated from the thought of citizenship, but may those who have charge of our educa- tional affairs aim not simply to fasten in the mind some
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mathematical or kindred thought, but, while instilling all of these which are necessary, may they aim to teach the ele- ments of good citizenship,-love of liberty, love of country, love of flag. There is an act which is sometimes performed, and which some of us have seen performed many times. A man leads to the altar a trusting woman, and there, before God and man, they promise to live for each other. He, not- withstanding his breadth of shoulders and the hardness of his hands, needs the sympathy, help and tenderness of the woman ; while she needs the support and protection of his strong and manly arm. And together, the one depending upon the other, they walk the journey of life. This is but an imperfect illustration setting forth the relation of the pub- lic school to the State. If they stand together in the future as they have stood in the past, the State throwing around the public school her strong arm of protection, the public school shall respond by giving the State true men and true women, thus making her more honorable and more glorious in the eyes of all the world.
Gathered here to-day in this new building, which we give to the cause of education, remembering the relation which our public school system has in the past sustained to the lib- erties of the people; remembering that that system still remains the conservator of those liberties ; remembering that the flag of our country, unfolding itself to the breeze above this building, proclaims the same message to-day which went ringing around the world when the old Independence Bell pealed out its notes of gladness,-"Proclaim liberty through- out all the land unto all the inhabitants thereof"; gathered here, and looking backward over the past, rejoicing in every effort which has been put forth for the education of the peo- ple of this good town of Dedham, and, with hope beating high in our bosoms as we look forward to the future, let us exclaim most heartily and unitedly,-" Long live the public schools of America."
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XII.
AMERICA.
BY THE AUDIENCE AND SCHOOL.
The only thing connected with the exercises of the day that caused regret was the unavoidable absence of three of the expected speakers, the Hon. George Fred Williams, the Rev. John J. O'Keefe, and Mr. Frederick B. Kingsbury, the last of whom was detained at home by sickness.
The exercises continued about two hours with unabated interest; and those present evinced a deep feeling of pride in the noble structure, and a renewed consecration to the objects for which it stands. No more striking example could be seen to show the close and endearing ties between the school and the people of the town, as well as its important place in our welfare and progress. Succeeding generations will rise to reap the increasing advantages, and will gratefully bless a generous and thoughtful people who laid the foundations so well.
THE BRANCH LIBRARY.
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2
Appendix.
OPENING
OF THE
BRANCH LIBRARY ROOM.
JANUARY 20, 1896.
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BRANCH LIBRARY,
BRANCH LIBRARY, EAST DEDHAM,
JANUARY 20, 1896.
OWING to some delay in completing the work on electric wiring and fixtures in the new building, the Branch Library was not opened until Monday evening, January 20, 1896. For the support of this branch $300 had been appropriated by the town on April 1, 1895, by increasing the sum raised for the Dedham Public Library.
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