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New England (United States) (search for this): chapter 1
nd persistently below the surface. This conviction was the corner-stone of every respectable New England home, and explains, as nothing else can, the domestic life of that people. And out of the NeNew England home, not from church or state, was born the early New England school. Here was the beginning of the American common school, the most precious gift to the Republic from the genius of New ENew England school. Here was the beginning of the American common school, the most precious gift to the Republic from the genius of New England,—the stone for two hundred and fifty years so persistently rejected by the builders of other commonwealths, but in these later days now recognized as the head of the corner,—the corner-stone oNew England,—the stone for two hundred and fifty years so persistently rejected by the builders of other commonwealths, but in these later days now recognized as the head of the corner,—the corner-stone of the new republic that cannot be broken, but upon whomsoever it shall fall it shall grind him to powder. Their ideas of education were crude, doubtless, but they were fully abreast of the times ihe records of the town previous to the Revolutionary War. Mr. J. W. Dean, librarian of the New England Genealogical Society, suggests, and he is probably correct, that Master Caleb Brooks was the
Massachusetts (Massachusetts, United States) (search for this): chapter 1
imate the greatness of their labors by the grandeur of the results which have flowed from them. No commonwealth like Massachusetts can spring up and grow to its present proud position without an adequate cause; and among those who did their share oexact, of what the people had left behind in Old England. The statement is frequently made that by the law of 1647 Massachusetts established the first system of free public schools in the world. But this is hardly true. They were public school children of those days learned to spell work with a capital W, says Martin in his Evolution of the Public Schools of Massachusetts. If they came trailing clouds of glory, nevertheless the shades of the prison house began early to close about them,ity for him. Horace Mann had not yet formulated his three famous propositions on which the common school system of Massachusetts rests: 1st. That the successive generations of men, taken collectively, constitute one great commonwealth.
Mystick River (Massachusetts, United States) (search for this): chapter 1
em from poverty and vice, and prepare them for the adequate performance of their social and civil duties. 3d. That the successive holders of this property are trustees, bound to the faithful execution of their trust by the most sacred obligations; and that embezzlement and pillage from children have not less of criminality, and more of meanness, than the same offences perpetrated against contemporaries. Although three generations had lived and died and been buried on the banks of the Mystic before the first allusion to the matter of education appears on its records, we may be sure that the children had not been wholly neglected. Domestic instruction by the mother was obliged to take the place of any public schooling, and we may be sure also that women whose hearts were brave enough to follow their husbands to this savage shore were wise enough to see that their babes were not wholly left a prey to ignorance. And so while the husband was fighting Indians and wringing subsisten
Medford (Massachusetts, United States) (search for this): chapter 1
here in church and state all were equal. We must not forget, moreover, that Medford was small and poor and insignificant, enveloped literally and overshadowed by school for reading and writing, it was not till twenty-seven years later that Medford made any move to establish such a school. Lying so near Boston, we may feel cs scholars in addition thereto. Of the character and personality of these two Medford schoolmasters nothing whatever has come down to us, so far as I have been ablerom this time forward to the present day we may safely conclude, I think, that Medford has rarely been without its public winter school. Town meetings in which the t January, I am inclined to think the building was erected. From about 1736 Medford seems to have had what may be called an annual school—that is, for seven or eis name was dated March 6, 1775, signed by Richard Hall, Town Clerk. Thus early it would seem the people of Medford were beginning to dream of complete independence
Medford (Arkansas, United States) (search for this): chapter 1
The schools and schoolmasters of Colonial days in Medford. read before the Medford Historical Society. by Benj. F. Morrison. owing to the fact that allusions to the subject of education in its early records are very few and very meagre, comparatively little can now be said with certainty of Medford schools and schoolmastersMedford schools and schoolmasters during the Colonial period. We do know, however, that amid privation and poverty and constant warfare, not only with a harsh climate, but with savage beasts and still more savage men, they were laying the foundations of that which we, their descendants, are now richly enjoying. Their children are left to estimate the greatness o position without an adequate cause; and among those who did their share of the work and bore their share of the burdens we may be sure were the early settlers of Medford. A prominent and discriminating writer has said that everything which has power to win the respect and command the obedience of men must have its roots deep in
Horace Mann (search for this): chapter 1
hest, girl as well as boy, can claim, not as a charity, but as a right, the possession of the keys of all knowledge; and for the support of which a first mortgage is held on every cent of the accumulations of every childless millionaire. The law of 1642, while recognizing to the full parental responsibility, suggested not only the viciousness of indolence and the educative office of labor, but just as plainly indicated the state ownership of the child and its responsibility for him. Horace Mann had not yet formulated his three famous propositions on which the common school system of Massachusetts rests: 1st. That the successive generations of men, taken collectively, constitute one great commonwealth. 2d. That the property of this commonwealth is pledged for the education of all its youth up to such a point as will save them from poverty and vice, and prepare them for the adequate performance of their social and civil duties. 3d. That the successive holders of th
Jona (search for this): chapter 1
no other person was thought fit to vote, and when spiritual and secular affairs were all one, this seemed the proper thing to do. The first entry in our records concerning schools was on July 20, 1719, when the town voted to hire some meet person to keep a writing school in the town for three or four months in the winter season, and a committee of seven men, consisting of Captain Tufts, Capt. Ebenezer Brooks, Lieut. Stephen Hall, Engn Stephen Francis, Mr. Jno. Willis, Dea. Whitmore, and Mr. Jona. Tufts, was chosen to treat with some person to keep said school. Nothing came from the above action, perhaps owing to the size of the committee. At another meeting, held on November 30, the same year, the town voted to have a school kept in the house of Thomas Willis, the ensuing winter, and a committee of three men, consisting of Engn Jno. Bradshaw, Capt. Ebenezer Brooks, and Mr. John Willis, was chosen to agree with some suitable person to keep a writing and reading school in town t
Henery Davison (search for this): chapter 1
commodate the whole town, and to report at the next meeting in March. This committee consisted of Capt. Peter Tufts, Dea. John Whitmore, Capt. Ebenezer Brooks, Mr. John Willis, and Mr. John Richardson, but no report of their doings appears on the records of the town. The minds of the people seem to have been suddenly turned to the subject of erecting a new meeting-house, and the school-house must wait. The next winter two schools were kept, one at the east end of the town under Master Henery Davison, and one at the west end under Master Caleb Brooks. Master Brooks was to receive forty shillings a month, and Master Davison four pounds and what he might obtain of his scholars in addition thereto. Of the character and personality of these two Medford schoolmasters nothing whatever has come down to us, so far as I have been able to discover. To them, however, belongs the proud distinction of being the only schoolmasters whose names appear on the records of the town previous to
Henry Davison (search for this): chapter 1
they are in earnest and mean to have a school kept next winter. At a meeting held December 11 of the same year, 1719, this committee reported the name of Mr. Henry Davison for schoolmaster for three months, and the town voted to pay him £ 3 and his board. Whether Mr. Davison was to board round or not the vote does not specify.Mr. Davison was to board round or not the vote does not specify. The money was to be raised by levy on the inhabitants, provided it was not furnished by voluntary subscription. A committee of six men was chosen to find out whether Mr. Davison would accept the town's offer, and Thomas Tufts and Ebenezer Brooks were chosen to collect the above subscription in case it could be collected. At aMr. Davison would accept the town's offer, and Thomas Tufts and Ebenezer Brooks were chosen to collect the above subscription in case it could be collected. At a meeting held Feb. 22, 1720, the town voted to choose a committee of five men to select a site for a school-house to accommodate the whole town, and to report at the next meeting in March. This committee consisted of Capt. Peter Tufts, Dea. John Whitmore, Capt. Ebenezer Brooks, Mr. John Willis, and Mr. John Richardson, but no repo
Crabbe (search for this): chapter 1
g, and we may be sure also that women whose hearts were brave enough to follow their husbands to this savage shore were wise enough to see that their babes were not wholly left a prey to ignorance. And so while the husband was fighting Indians and wringing subsistence from a reluctant soil, the wife was seeing to it that the children learned to read the Bible and repeat the catechism and obey the commandments of God. We may not doubt that the dame school flourished— a school, as the poet Crabbe sings: Where a poor, deaf, patient widow sits And awes some thirty urchins as she knits; Infants of humble, busy wives, who pay Some trifling price for freedom for the day. At this good matron's hut the children meet, Who thus becomes the mother of the street; Her room is small, they cannot widely stray; Her threshold high, they cannot run away; With band of yarn she keeps offenders in, And to her gown the sturdiest rogues can pin. The sanded floor served as blackboard, and the same
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