USA > New Jersey > Passaic County > Paterson > Paterson, New Jersey : its advantages for manufacturing and residence: its industries, prominent men, banks, schools, churches, etc. > Part 7
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terwards abandoned and the tracks taken up. Subse- quently the company built a line on Main street, from Broadway to Barclay street. In 1876 the company was reorganized under the name of the Paterson & Passaic Railroad Company.
The Paterson & Little Falls Horse Railroad Company constructed a line about 1870 from Main street and Broad- way, along Broadway to the depot of the Midland railroad company ; the gauge was different from the gauge of the other roads, despite the earnest endeavors of Mr. John J. Brown to have a uniform gauge throughout the city. In 1875 the company built a line to Riverside and subse- quently one to Totowa. The history of the company is the same as that of the Paterson & Passaic company ; it went down in the crash of 1873 and was subsequently re- organized under the name of the Paterson City Railway Company.
The charter of the Paterson & Haledon Horse Railroad Company was obtained in 1868 and some time afterwards tracks were laid from Main street and Broadway to Hale- don. The stock of the company was owned principally by the Passaic Water Company ; subsequently it passed into the possession of General T. D. Hoxsey and a few friends and some years later was the individual property of Mr. Garret A. Hobart, who disposed of it to the Pater- son City Railroad Company which operated the Ilaledon line for some years.
The consolidation of all the horse railroad companies was affected on May 1, 1888, the new company taking the
title of the Paterson Railway Company and consisting principally of the stockholders in the old companies. The gauge of the Main and Willis street lines was changed to that of the Broadway and Riverside lines and a large num- ber of improvements were made. The rule which had hitherto obtained in the management of the horse railroad companies was reversed and the company waited until the population demanded horse railroad facilities. The com- pany built the line running through Beech and Clay streets, connecting People's Park with the centre of the city ; it extended the Main street line a considerable dis- tance further south ; it extended the Broadway line to the Eastside Park and laid a large number of new steel rails and switches. It purchased a large piece of property in Broadway where commodious stables were erected and spent a large amount of money in new rolling stock and equipment. The increased facilities resulted in better patronage on the part of the public and at the present day a large number of extensive improvements are contem- plated.
The company has in active operation nearly fifteen miles of road, not including switches and double tracks. On the Main street line cars are run every six minutes, on the Hlaledon, Totowa and Beech and Clay street lines every half hour and on the rest of the lines every fifteen minutes.
The officers of the company are :- G. A. Hobart, presi- dent ; llelmas Romaine, vice president ; A. A. Wilcox, secretary : John J. Brown, treasurer ; Helmas Romaine, manager ; Matthias Pettigrew, superintendent.
The Public Schools of Paterson.
By ORESTES M. BRANDS, Superintendent of Public Instruction of Paterson,
ALTHOUGHI it is not the purpose of this sketch of the free public schools of Paterson to present their history in detail. it will not be inappropriate to preface a description of their present by brief allusion to their past-their establishment and development.
"Until 1827, there was no free public school in Paterson or in the present limits of Passaic county. The Legislature had enacted a law in 1820 looking toward the establishment of free popular education, but few communities availed themselves of its provisions for many years. In some cases township trustees selected teachers for what were called the public schools, and a small tax was raised to help defray the expen- ses, but the parents paid the teacher a certain sum for each child's tui- tion ; the children of indigent families were of course taught free, if they were willing to be distinctively known as 'poor children,' as few of them were.
"A number of the public-spirited citizens of Paterson, being of the opinion that the town ought to support a free school, held a meeting on Saturday, April 7, 1827, and appointed Marks W. Collett, Dr. James Warren, and Abraham Godwin, Jr., a committee to draw up a memo- rial to be presented at the town meeting the next Monday, recommend- ing the raising by tax of $400 for school purposes in Acquackanonk township, to be expended by the Town Committee, agreeable to the act of 1820, in the education of poor children of the township.' *
* * In June the Town Committee met and allotted $275 to Paterson and $125 to the rest of the township, a committee of prominent citizens being ap- pointed to take charge and select such children whose parents were not able to pay for their education * * * . ' Rev. Mr. Gibson, a gradu- ate of Washington College, Penn., was engaged as a teacher at $75 per quarter, he to find his own fuel. During the year, 134 scholars were enrolled, 70 or 80 of whom began with the alphabet. The school was visited at least once a week by some member of the committee."*
Such. then, was the first free public school of Paterson, its object being mainly charitable in that it was established for the special benefit of those who were unable to pay for the education of their children. To-day what a chorus of resentment would arise from the hundreds of class rooms of the schools of our large city, and from the homes of the thousands of children who are being educated in these schools, if some one were so rash or ill-informed as to in- timate that public education is a form of public charity !
From one little school established through charitable motives and consisting of a few score children, the major-
ity of whom were learning the alphabet, has sprung the well-organized and efficient public school system of which the people of Paterson have good reason to feel proud. Fifteen large, well-equipped, brick buildings, a corps of two hundred and twenty trained teachers, and an enrollment of fifteen thousand pupils during a year have succeeded the little rented room, its single teacher. and its handful of pupils distinctively known as "poor children." To-day these are the schools of the people, and in them the child- ren of the rich and of the poor meet as equals and receive instruction which, though absolutely free, has long since ceased to be regarded as charitable.
Not only are the schools free as regards tuition. but also in all school-supplies needed by the pupils. The best school text-books in all the various subjects covered by the courses of instruction, from the lowest to the highest de- partment, and even the pencils, pens, paper, and writing- books. are freely and abundantly supplied by means of funds annually appropriated for the purpose by the Board of Education. Besides the outfit required by the individ- ual pupils, the schools are well supplied with maps, globes, charts. and other apparatus essential to in- struction. The advantages of a uniformity of text-books and of their being supplied at public expense are so evi- dent as to need no exploiting here, and in this particular the school system of Paterson stands in the front rank .- free text-books not being supplied in all cities. by any means.
ORGANIZATION.
The public school system of the City of Paterson, under the jurisdiction of the Board of Education comprises Pri- mary, Grammar, High, and Normal schools. Kindergar- ten classes are attached to the Primary Department of the schools, and a Manual Training shop provides accommo- dation for the instruction in wood-working, etc., of the boys of the High school and of the higher grades of the Grammar schools. The manual training feature finds fur- ther embodiment in the study of form and drawing in all the grades of the schools, and in instruction in plain sewing, &c.,
*** Historical Sketch of Schools in Paterson," by William Nelson, (1877).
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for the girls, besides such methods of instruction as in any particular train the senses or the hand to execute the behests of the mind in expression or delineation.
COURSES OF STUDY.
The course of study in the Primary schools covers a period of five years, that of the Grammar schools four years, of the High school three years, and of the Normal school one year.
In the Primary and Grammar schools the course of in- struction embraces reading, writing, spelling, arithmetic, grammar, geography, U. S. history, and civil government, physiology and hygiene, and the study of form and draw- ing. Promotions from grade to grade in the Primary schools are made either whenever the progress of pupils warrants, or at the end of the school year as a result of an- nual examination, the latter being the method which deter- mines promotions in the Grammar schools, graduation from them and promotion to the High school, promotion in the latter and graduation therefrom.
HIGH SCHOOL.
The High school embraces two courses, a general course of three years covering subjects in language, litera- ture, science, mathematics, and industrial drawing, and a commercial course of two years covering business law, commercial arithmetic and bookkeeping.
Any pupil holding a certificate of graduation from a Grammar school, or any person who shall pass an examin- ation equivalent to that to which graduates of the Gram- mar schools are subjected is entitled to enter the High school and may pursue either of its courses. It is intended that the near future shall witness a special effort to make the commercial course of the High school so thorough and desirable as to induce many of both sexes to continue in atten:lance and reap its advantages instead of terminating their school career on graduation from the Grammar schools.
Instruction in the High school is imparted by the Prin- cipal and a corps of eight assistants, to each of whom are assigned at least two subjects or stu.lies, the pupils chang- ing from one teacher and room to others to receive in- struction. By this method instructors become experts in presenting their special subjects, and the students receive the benefits of the increased skill and knowledge of teach- ers who teach subjects an I not grades.
PRIMARY AND GRAMMAR SCHOOLS.
As the great majority of the pupils leave school at the conclusion of the Primary course, or at the latest during the Grammar course, special en lavor is made to give the instruction in these schools the most practical direction possible, an l hence the course embraces only those studies which are most essential, and thorough work is required.
NORMAAL SCHOOL.
A Normal school, for the elucition and training of teachers is maintained by the Board of Education and cov- ers one year's course of stu.ly and practice. Pupils in this
school which is at present located in the High school building, receive instruction in the history, principles and methods of education, mental and moral philosophy and school government. The students have practice under competent supervision. This school is under the immedi- ate direction of the Principal of the High school, and his efforts are seconded by an able training teacher.
Any graduate of the High school may be admitted to the Normal school ; other applicants are admitted upon pass- ing an examination equivalent to that taken by graduates of the High school. At the end of the school year the stu- dents are subjected to a thorough examination by the Board of Examiners, on successfully passing which they are awarded diplomas of graduation and are granted "pri- mary certificates" as teachers.
It will be seen from the forgoing that wise provision is made for the pedagogic instruction and training yearly of a corps of well educated young women for the purpose of taking the places made vacant by the resignation of others or to meet the requirements of the constant growth of the school system. These young teachers are first appointed temporarily, on probation : if successful, they receive the re- commendation of the Principals of the schools to which they have been temporarily assigned, and upon approval by the Superintendent, they are regularly appointed as teachers. Although one year's professional training is scarce- ly sufficient to fit all stu lents theoretically for the responsible and arduous duty of teaching, yet our people are to be congratulated upon having even one year's studly and prac- tice of the art of teaching interposed as a condition to the appointment of any person as a teacher of their children. In this respect Paterson stands in the front rank of the city school systems of our country. It is true that not every young person who aspires to become a teacher, and takes a course of instruction with that end in view. is endowed by nature with qualitities which best adapt her to fill acceptably the teacher's office : but it is equally true that the supply of so-called teachers would be much greater, and vastly inferior in quality, in the absence of Normal Training schools.
Other things being equal the skill and general efficiency of the young teacher trained in the philosophy of edu- cation and methods of instruction and the whole supple- mented by frequent advice, suggestion and discussion rela- tive to school management. exceeds immeasurably that of one who has not been thus trained. A\ city which makes provision for recruiting the ranks of its teaching force through the instrumentality of Normal instruction of those to be enrolled in that corps, offers inducements which are always properly considered and fully appreci- ated by parents who would have the education of their children intelligently conducted.
MANUAL TRAINING.
Besides the occupations and methods of the regular class rooms of the schools, our training shop is the scene of busy, daily work and instruction. Here on any school day may be seen classes of boys from the Iligh school and Gram-
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mar schools distributed at the work-benches preparing "working drawings" from which to construct the joints, mortices, tenons, etc., pertaining to the special exercise in hand, and then proceeding to the use of the various tools required in its performance. The instruction and practice proceeds from lessons in the use of the tools and the sim- plest lessons in sawing and planing of material to the con- struction and fitting of joints, etc., common in carpentry and joinery, and from lesson to lesson the pupils advance to more complex work and to new fields for the exercise of thought and acquired skill. Exactness of drawing and measurement, and care in the performance of the work. are seen to be so necessary to the prevention of error and consequent botchery, that pupils become impressed with the importance of close, careful calculation and concentra- ted attention, and thus the faculties are cultivated. All lack of care, of reflection, bears its legitimate fruit, and the incautious pupil has in the spoiled, misshapen material before him an evidence that success and perfection are to be found only in, and as a result of care and thought, and that lacking these his attempts have naturally ended in failure. He has received, and, in all probability. been benefited by a lesson in caution and painstaking, and re- flection supplements the whole in future endeavors. It is not difficult to illustrate how, by context, such a pupil becomes a more thoughtful, painstaking student of arith- metic, of geometry, of language, of geography, etc., and that not only his hand, but his judgment as well, is being trained, educated. Again, while the learning of a trade is not the objective point in this feature of manual training, opportunity is given students and their parents to discover the genius, or lack of it, exhibited by contact with me- chanical employment. If it be discovered that students have taste for handicraft, and native facility in the manipu- lation of tools and materials, these may serve as a guide to the choice of occupation to be adopted on leaving schools. If indeed the youth possesses mechanical genius, it will be far better that he become an expert mechanic or artizan- that he follow the occupation for which he has natural aptitude and which through training will achieve success in life-than that he become what the ordinary tendency of the education of the schools has heretofore induced, i. c., a fourth-rate physician, clergyman, lawyer, or teacher.
KINDERGARTEN.
The Kindergarten is one of the most striking illustrations of the effect produced by the process of adapting the instruc- tion, in its manner and matter, to the young child's nature and capacity. Although it has not been found entirely prac- ticable to adopt fully and exclusively the Kindergarten meth- ods in the lowest grades of our schools, yet such a modifi- cation of these methods have been so introduced as to greatly ameliorate the condition of the youngest pupils while in the class rooms. The little ones are provided with very frequent changes of employment for head and hand, and thus even among the youngest pupils we have a genuine incorporation of mannal training adapted to their mental and physical wants-an alteration of apparent play and more abstruse occupation, all having an objective point and being under the enlightened control of the teacher, who merely causes that control to be so far felt as to prevent undue freedom of action. The ordinary lowest grade primary class is decidedly objectionable, because it assumes that very young children are capable of remaining employed upon "studies" exclusively, and compels them to remain confined to these twice as long as they should be, if wise regard for their mental and physical well-being were the standard of estimate. Happily for the little ones, the adoption of Kindergarten methods in the schools of Paterson has done much to rationalize objectionable condi- tions, and in this we claim favorable consideration in esti- mating the value of our local school system.
Steadily, from year to year, our system of schools has improved. Modern and philosophic methods in manage- ment, in teaching, in disciplining and controlling pupils, are continuing to replace those of a period during which all these were entrusted to those whose chief qualification was availability. But we recognize that this manifest im- provement. this almost revolution, has not been the work of an individual in any of its phases of progress. Many earnest and intelligent workers have, from time to time, placed their shoulders to the wheel, and the result of their efforts. each supplementing that of the others, has been to give to our large and rapidly growing city a school system of which no Patersonian need feel ashamed, though still seeking for its further improvement.
Paterson Business College.
O NE of the most important establishments in the city, and one contributing materially to the success of merchants, manufacturers and oth- ers, is the educational institution in charge of Mr. Geo. W. Latimer. The education of business men is especially demanded in this country. All the powers and attain- ments and manhood of the American busi- ness man are laid under contribution in every direction. The supervision of his business requires him to employ bookkeepers and clerks, to whom are relegated the minor details ; but these very details are of supreme impor- tance to the merchant or manufacturer and unless he has a thorough business education himself he is frequently to a greater or less degree dependent on his clerks. The bene- fits of a good business training are consequently apparent to all. The work of a business college is supplementary to all other schools, of whatever kind. It is broadly and emphatically a professional school and although the techni- cally educated business man is not recognized as belonging to the learned professions, it is not necessarily because he is not learned. The time to acquire a knowledge of busi- ness forms and customs is before entering the counting room, as the attention of those in charge is taken up by more important matters which cannot be laid aside till the rudiments of an entry or the forms of a bill or receipt are explained. Business has been brought down to an actual science and must be treated according to sc entific princi- ples which can hardly be learned during the hurry and bus- tle of mercantile lite.
Imbued with the idea that Paterson needed such a school Mr. Latimer in 1876 established the Business College. Mr. Latimer had been engaged in teaching for many years and his services as an expert accountant had been in great demand. He was certainly well qualified for the under- taking and that he has succeeded is amply evidenced by the progress made since the establishment of the college ; that his methods were appreciated is shown by the fact that students from considerable distances are attending his institution ; the superior excellence of his training is testi- fied to by the fact that he has met with no rivals in the field which he has so ably and successfully occupied.
The aim of his school is to qualify those who come from private and public schools with no idea of business to do- business intelligently either for themselves or for others. And even those who have had some experience in business may with advantage take a commercial course specially adapted to their circumstances. Besides this the needs of another class are supplied : young men who through neglect or want of carly opportunities require instruction in special studies. Particular attention is given to train- ing students in the use of the vernacular. If there is any one thing more than another that the average school boy is wofully deficient in it is language-grammar, spelling. &c. The careful individual supervision of the students' work and the nature of this work make it possible to cor- rect this fault to a greater extent than can be done in any other class of schools. It is not alone the fact that the branches taught are practical which commends this school to the public, but more especially the watchful and indi- vidual training that each student receives. This is the only way in which a business course of study can be taught successfully. When conducted by means of class instruction at the best it can be only superficial work, likely to give incorrect ideas, which will be made apparent afterwards in that costliest of schools, experience. . business education is too serious a matter to be trifled with ; there are always likely to be base imitations of a good thing, and the counterfeits are in themselves evi- dences in proof of the worth of the genuine article. It therefore behooves a young person who is ready to pur- sue a business course and be fitted for active life to go to headquarters, to an institution with the prestige that comes from work well and honestly done during many years. Such an institution is Mr. Latimer's Paterson Business College which has long been and will ever continue to be the centre for the preparation of our youth for business life.
The Paterson Business College offers superior advan- tages in the following respects :-
1. In every department of mathematics, more particu- larly in rapid calculation, and the method of teaching it to others.
2. Rapid business writing and the manner and method of presenting it to the student so that good writing is the
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rule in books and papers of every student. One of the first qualifications that recommend a young person who is seeking an opening in business is a good business hand- writing, not a school-boy hand, but an easy off-hand style combined with rapidity. Mr. Latimer has been eminently successful in developing such a style.
3. Book-keeping by single and double entry, simplified and elucidated in such a manner that the student is inter- ested at once, the science made clear, and all the modern labor-saving methods introduced and fully comprehended.
4. The college hall is pleasant, healthy and commodi- ous, and the furniture and fixtures substantial, comfortable and convenient.
5. The institution has a reputation for sending out young men thoroughly prepared for business and therefore has the confidence and respect of the community.
One of the great advantages of the college is that a thor- ough business education is acquired by actual business transactions by means of the college bank, the insurance department, the jobbing, wholesale exporting and import- ing, each of which does actual business and has corres- pondents in a number of cities in the country. Each stu- dent is obliged to keep his accounts correct in whatever department he may be operating. for the reason that a friendly business competition here exists among the stu- dents, just the same as in actual business affairs between merchants. Each student is supposed to be in earnest. They are treated like men and are supposed to act like men engaged in the serious affairs of life. In this way the business ability of the student is raised to the highest standard. The course of study embraces book-keeping, penmanship, business arithmetic, correspondence, com- mercial law, language, practical grammar, spelling and definition, parliamentary practice, lectures on current top- ics and in fact all branches pertaining to business affairs. The practical department consists of the first national bank, commission house, insurance, jobbing, manufactur- ing and transportation. Lectures on business affairs and current topics are frequently delivered.
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