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1684 AD (search for this): chapter 23
ren, whose wages should be paid either by the parents or masters of such children, or by the inhabitants in general, as the majority of those who order the prudentials of the town should direct. Mr. Corlett had to look to the parents for his pay, but his fees from this source were so meagre that the town from time to time came to his rescue. Once it sold some land for his benefit, without prejudice to the cow common; occasionally it levied a tax of a few pounds for his encouragement; and in 1684, when he had grown old in the service,—it was only two years before his death,—it voted to pay him annually twenty pounds so long as he should continue schoolmaster in this place. The General Court made similar grants for Mr. Corlett's relief, so that his heart was touched, as he himself once quaintly said, by their remarkable gentlenes and very tender dealings with a sad, afflicted, weake man, inconsiderate and rash sometimes. The early grammar school which was required by law of 1647 in
1685 AD (search for this): chapter 23
me schools in the colonial or in the provincial period, it was usually in private schools of a slightly higher grade or at home, or they picked it up in such contact as they had with the world. In the latter part of the seventeenth century there was no education for women in England. Ladies highly born and bred, and naturally quick witted, could scarcely write a line without solecisms and faults in spelling that would shame a charity girl. Our forefathers were wise, said Lady Clarendon in 1685, in not giving their daughters the education of writing. I should be very much ashamed, she added, that I ever learned Latin, if I had not forgotten it. The wife of President John Adams, born in 1744, said that female education in her day, even in the best families, seldom went beyond writing and arithmetic, and that it was fashionable to ridicule female learning. Girls worked their way into the public schools as pupils very much as women worked their way into the same schools as teacher
1700 AD (search for this): chapter 23
tide of sentiment that women as well as men had minds to train and to use in a serious sense,—a tide that is obviously nearing its flood in Cambridge, since we have in our midst to-day—our fathers would have stood amazed at the prospect—women training boys and girls for college, and a college wherein women are trained to do it. Corlett's schoolhouse on Holyoke Street, built by private enterprise, came into possession of the town in 1660. In 1670 the town built a second schoolhouse, and in 1700 a third one, on the same site. The fourth building was erected on Garden Street, a little west of Appian Way, in 1769, and the fifth followed it on the same spot in 1832. In 1852 the sixth building was erected on Brattle Street, and is occupied to-day by the Washington Grammar School,—in a sense, the lineal descendant of the faire Grammar Schoole of 1643. It is a curious history,—this transformation of a grammar school of the colonial type to a grammar school of the modern type. The
1707 AD (search for this): chapter 23
g the sexes was begun,—a policy that is in vogue to-day in many grammar schools in the older sections of the city as well as in the four central high schools. Doubtless there were girls as well as boys in the early dame schools. These were private schools that received children of the kindergarten age, although they were far from being conducted in the kindergarten spirit. In the old cemetery near Harvard Square lies the body of one of these useful dames, Mrs. Joanna Winship, who died in 1707. The tombstone of slate is solemnly decorated with crossbones, coffins, and a winged head, and bears the following quaint inscription, which is correct in point of fact and sound in metre, whatever may be thought of its poetic fire:— This good school dame No longer school must keep, Which gives us cause For children's sake to weep. If girls received other education than that of the dame schools in the colonial or in the provincial period, it was usually in private schools of a slight
1744 AD (search for this): chapter 23
latter part of the seventeenth century there was no education for women in England. Ladies highly born and bred, and naturally quick witted, could scarcely write a line without solecisms and faults in spelling that would shame a charity girl. Our forefathers were wise, said Lady Clarendon in 1685, in not giving their daughters the education of writing. I should be very much ashamed, she added, that I ever learned Latin, if I had not forgotten it. The wife of President John Adams, born in 1744, said that female education in her day, even in the best families, seldom went beyond writing and arithmetic, and that it was fashionable to ridicule female learning. Girls worked their way into the public schools as pupils very much as women worked their way into the same schools as teachers. At first, the public school teachers were men exclusively. Towards the latter part of the last century the town histories of Massachusetts give us glimpses of women taking charge of schools here an
1769 AD (search for this): chapter 23
nearing its flood in Cambridge, since we have in our midst to-day—our fathers would have stood amazed at the prospect—women training boys and girls for college, and a college wherein women are trained to do it. Corlett's schoolhouse on Holyoke Street, built by private enterprise, came into possession of the town in 1660. In 1670 the town built a second schoolhouse, and in 1700 a third one, on the same site. The fourth building was erected on Garden Street, a little west of Appian Way, in 1769, and the fifth followed it on the same spot in 1832. In 1852 the sixth building was erected on Brattle Street, and is occupied to-day by the Washington Grammar School,—in a sense, the lineal descendant of the faire Grammar Schoole of 1643. It is a curious history,—this transformation of a grammar school of the colonial type to a grammar school of the modern type. The dates of the nominal transformation may be assigned to the years 1845 and 1848, the change of 1845 being followed by a re
October 19th, 1789 AD (search for this): chapter 23
ls. To be sure, the law of 1647 was explicit, that after the Lord hath increased a town to fifty householders, one within their towne should be appointed to teach all such children as shall resort to him to write and reade; but the girls did not generally resort to him. Boston, for instance, established reading and writing schools in 1682, the Latin School being the only public school in town down to that time. There was, however, no formal provision for girls in such schools until October 19, 1789, when the town voted that children of both sexes should be taught in the reading and writing schools of their newly reorganized system. Even then and for forty years thereafter Boston girls were excluded from these schools from October to April; and when finally, in 1828, they were graciously permitted to attend school, like the boys, all the year round, the policy of separating the sexes was begun,—a policy that is in vogue to-day in many grammar schools in the older sections of the c
1794 AD (search for this): chapter 23
udying classical subjects there began to be joined other boys who did not work beyond the three R's. Nearer our own time these non-preparatory boys were joined by girls, some of whom still later had the audacity to venture upon Latin and even Greek in the college classes of the school. It was doubtless such a school as Edward Everett described in his address at the dedication of the Cambridge High School building, June 27, 1848. He remembered as yesterday (Everett was born in Dorchester in 1794) his first going to the village school, how he trudged along at the valiant age of three, one hand grasping his elder sister's apron, and the other his little blue paper-covered primer, and how, when a traveler, stranger, or person in years passed by, they were wont to draw up by the roadside and greet him,—the girls with a courtesy and the boys with a bow. A little reading, writing, and ciphering, added Everett, a very little grammar, and for those destined for college a little Latin and Gre
1816 AD (search for this): chapter 23
t, were as much for girls as for boys; so that we have in this rule of 1832 an official recognition of what had been gradually coming into practice in Cambridge,—co-education in high school subjects. Years before this date ambitious girls might have been found here and there, more frequently in private schools than in public, working close up to the college doors, although it was hopeless for them to enter there, like Margaret Fuller, of Cambridgeport, subsequently Countess Ossoli, who in 1816, at the age of six, was studying Latin with her father, and whom we see again nine years later reciting Greek in the C. P. P. G. S., that is, in the Cambridge Port Private Grammar School,—a school for classical instruction where Richard Henry Dana and Oliver Wendell Holmes were among her schoolmates. Here was coeducation in secondary subjects, though not in a public school, as early as 1825. In the same year a high school for girls was opened in Boston. Its very success was its defeat. It
1825 AD (search for this): chapter 23
for them to enter there, like Margaret Fuller, of Cambridgeport, subsequently Countess Ossoli, who in 1816, at the age of six, was studying Latin with her father, and whom we see again nine years later reciting Greek in the C. P. P. G. S., that is, in the Cambridge Port Private Grammar School,—a school for classical instruction where Richard Henry Dana and Oliver Wendell Holmes were among her schoolmates. Here was coeducation in secondary subjects, though not in a public school, as early as 1825. In the same year a high school for girls was opened in Boston. Its very success was its defeat. It was crowded to overflowing, and scores were rejected. The citizens became alarmed. The threatened expense was enormous. Moreover, there were those who feared that girls in humble life would be educated beyond their station! In less than two years, in the flush of prosperity, the school was voted out of existence, not to be revived for a quarter of a century. Bishop Clark, of Rhode Islan
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