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Dracut (Massachusetts, United States) (search for this): chapter 20
der Lorin L. Dame,—a phenomenal record of fifty-seven years under two masters. While Mr. Cummings was still teaching his small flock of less than a hundred pupils, the next master was receiving his education in Lowell and Tufts College, from which he was graduated in 1860 with an almost perfect record of scholarship. In the winter terms he had undertaken the short teaching terms then in fashion, and the old town school reports are still in existence, praising the young student teacher in Dracut and Westford. After his graduation, while studying law, he taught in Braintree and there married one of his most popular pupils. Upon this romance came the war, in which the schoolmaster and law student became lieutenant in the 15th Massachusetts Light Artillery, and after the war, again teaching. With his red-lined army cape over his shoulders, the ex-lieutenant had applied for the principalship of the Lexington High School, and moved perhaps by the appearance of the handsome, ruddy-face
Massachusetts (Massachusetts, United States) (search for this): chapter 20
those who fail to profit by the course could be allowed to fall out of the race. . . . Therefore I would not test the admission of pupils to this school upon the results of a single competitive examination, but would allow greater force to the grammar master's certificate of the pupil's qualifications for the high school work. The effect of this was soon felt. The Medford High School, says Miss Caroline E. Swift, in an article on the Public Schools of Medford, was among the first of Massachusetts cities to do away with the stereotyped Examination day and Exhibition day. It was a grief to the budding orators and the sweet girl graduates, and it seemed hard that Medford, deprived of the unworldly advice and the fervent appeals to right and duty delivered yearly from the school rostrum, should be left to struggle unaided through the journey of life. But the judgment of the school board prevailed, and since 1895, the high school graduates, with their parents and friends, have list
Westford (Massachusetts, United States) (search for this): chapter 20
Dame,—a phenomenal record of fifty-seven years under two masters. While Mr. Cummings was still teaching his small flock of less than a hundred pupils, the next master was receiving his education in Lowell and Tufts College, from which he was graduated in 1860 with an almost perfect record of scholarship. In the winter terms he had undertaken the short teaching terms then in fashion, and the old town school reports are still in existence, praising the young student teacher in Dracut and Westford. After his graduation, while studying law, he taught in Braintree and there married one of his most popular pupils. Upon this romance came the war, in which the schoolmaster and law student became lieutenant in the 15th Massachusetts Light Artillery, and after the war, again teaching. With his red-lined army cape over his shoulders, the ex-lieutenant had applied for the principalship of the Lexington High School, and moved perhaps by the appearance of the handsome, ruddy-faced soldier as
Chicago (Illinois, United States) (search for this): chapter 20
permanent school. The teaching force now grew rapidly larger. Miss Josephine E. Bruce, P. T. Campbell, Walter H. Cushing and Miss Marion Nottage were new members of the force. The work of Mr. Cushing, himself a Medford man, in history, civics and debate was exceptionally fine and well recognized in the universities. In 1892 the high school, in connection with work of the schools of the city, had been awarded a medal for the excellence of the work submitted to the Columbian Exposition at Chicago—a very gratifying reward to the principal and to the board. It is a certificate of the high order of work accomplished by the school in that department of which the citizens are already cognizant. Meanwhile the persistence of the chairman of the school committee had at last borne fruit. The most important action which Medford ever took in reference to public schools was the appropriation last year (1894) of $150,000 for the erection of a new high school building. At this time Mr. Lawr
Braintree (Massachusetts, United States) (search for this): chapter 20
While Mr. Cummings was still teaching his small flock of less than a hundred pupils, the next master was receiving his education in Lowell and Tufts College, from which he was graduated in 1860 with an almost perfect record of scholarship. In the winter terms he had undertaken the short teaching terms then in fashion, and the old town school reports are still in existence, praising the young student teacher in Dracut and Westford. After his graduation, while studying law, he taught in Braintree and there married one of his most popular pupils. Upon this romance came the war, in which the schoolmaster and law student became lieutenant in the 15th Massachusetts Light Artillery, and after the war, again teaching. With his red-lined army cape over his shoulders, the ex-lieutenant had applied for the principalship of the Lexington High School, and moved perhaps by the appearance of the handsome, ruddy-faced soldier as well as by his qualifications, the Lexington school board had acc
Stoneham (Massachusetts, United States) (search for this): chapter 20
he war, again teaching. With his red-lined army cape over his shoulders, the ex-lieutenant had applied for the principalship of the Lexington High School, and moved perhaps by the appearance of the handsome, ruddy-faced soldier as well as by his qualifications, the Lexington school board had accepted the applicant. And the Lexington school report of 1867 sounds the same note of enthusiastic self-congratulation at the close of the year. From Lexington he was called to Nantucket; next, to Stoneham, and finally, as the report puts it, the Stoneham High School was robbed of its accomplished principal, and the quarter-century's work in Medford was begun. There has been no source of information so valuable as that of the old school committee reports. From them one learns to respect anew the sense of civic responsibility, the sound scholarship and sounder judgment of the members of the old school board or the later school committee. In 1876 Mr. James A. Hervey was secretary and super
Lowell (Massachusetts, United States) (search for this): chapter 20
ord, the Rev. Charles Brooks: As is the teacher, so is the school. Founded in 1835, the infant high school struggled for ten years under seven different masters, until it fell upon peaceful days under Mr. Charles Cummings for thirty years. Then followed almost twenty-seven years under Lorin L. Dame,—a phenomenal record of fifty-seven years under two masters. While Mr. Cummings was still teaching his small flock of less than a hundred pupils, the next master was receiving his education in Lowell and Tufts College, from which he was graduated in 1860 with an almost perfect record of scholarship. In the winter terms he had undertaken the short teaching terms then in fashion, and the old town school reports are still in existence, praising the young student teacher in Dracut and Westford. After his graduation, while studying law, he taught in Braintree and there married one of his most popular pupils. Upon this romance came the war, in which the schoolmaster and law student became l
Lake Pontchartrain (Louisiana, United States) (search for this): chapter 20
shed a certain glamour over the ordinary monotony of school life. In connection with military drill the principal's knowledge of soldiering in the Civil War came again to the front, and one associates always the sight of his familiar figure and slouch hat at review of his boys at dress parade. He was always with them when the battalion marched as escort on Memorial Day, and in the school he told and retold to ever newly interested boys and girls the story of Mobile and the camps by Lake Pontchartrain. His sense of humor played about the sleeping camp or the thrill of battle, but his reverence for the men who died in battle or the battle-scarred heroes and the flag itself struck home to the hearts of his pupils with the conviction given by one who had also served. Mr. Dame attended, also, the athletic games, and I remember, many a time after a victory, when the cheering boys lighted red fire before their principal's home and cheered as he congratulated them on a fair-won fight.
New England (United States) (search for this): chapter 20
ion and elocutionary drill continued throughout the courses. It was natural under this program that Greek, Latin and botany should fall especially to the principal, mathematics and chemistry to Mr. Manning, and the English especially to Miss Swift. Botany my father had commenced in Lexington with his pupils, warning them that he thought he should be able to keep a little ahead of the class. It became from that time his favorite avocation. Here his proficiency was such that his book on New England trees is still a recognized authority, and he received the degree of Doctor of Science from Tufts. Of his Greek he was equally fond, rolling the swinging lines of Homer with the zest of a lover, and exacting from his pupils a memorization of various lines which today are not forgotten. At this time and for many years the system of admission to the high school was through an examination made as thorough as possible, conducted by the full Board, both by oral and written questions, and o
Walter H. Cushing (search for this): chapter 20
already patent, had started an agitation for a more permanent school. The teaching force now grew rapidly larger. Miss Josephine E. Bruce, P. T. Campbell, Walter H. Cushing and Miss Marion Nottage were new members of the force. The work of Mr. Cushing, himself a Medford man, in history, civics and debate was exceptionally fine Mr. Cushing, himself a Medford man, in history, civics and debate was exceptionally fine and well recognized in the universities. In 1892 the high school, in connection with work of the schools of the city, had been awarded a medal for the excellence of the work submitted to the Columbian Exposition at Chicago—a very gratifying reward to the principal and to the board. It is a certificate of the high order of work ace city. There was a continuous stream of changes in courses, of extension of Latin into the ninth grade, of history outlines in the lower grades, elaborated by Mr. Cushing, of a welding together of the whole school system. The principal devised an ingenious system of organization so that he knew at once where each of his six hund
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