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July 20th, 1719 AD (search for this): chapter 1
on. At the town meeting the most frequent matters for consideration were the preacher and the meeting-house. The meeting-house, by the way, was literally the meeting-house where all matters secular as well as spiritual were discussed and settled. When every citizen was a member of the church, and 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,
January 17th, 1732 AD (search for this): chapter 1
e waking up to the importance of education for their children, but we hear no more about building a school-house till 1730. On the 5th of October in this year the town voted to build a school-house on the town land by the meetinghouse, chose a committee of five men to attend to the matter, and then promptly refused to appropriate any money therefor. The next year, 1731, the town repeated the performance—voted to build the school-house, and then refused to raise the money. On the 17th of January, 1732, the town again refused to raise money to build a school-house. On 25th of September, 1732, the town voted to build a school-house, to be finished the 25th of November. Captain Brooks was chairman of a committee of three to attend to the matter, and, although no appropriation was made at the time, and no allusion is made to the matter at a meeting held the next January, I am inclined to think the building was erected. From about 1736 Medford seems to have had what may be called
September 25th, 1732 AD (search for this): chapter 1
ding a school-house till 1730. On the 5th of October in this year the town voted to build a school-house on the town land by the meetinghouse, chose a committee of five men to attend to the matter, and then promptly refused to appropriate any money therefor. The next year, 1731, the town repeated the performance—voted to build the school-house, and then refused to raise the money. On the 17th of January, 1732, the town again refused to raise money to build a school-house. On 25th of September, 1732, the town voted to build a school-house, to be finished the 25th of November. Captain Brooks was chairman of a committee of three to attend to the matter, and, although no appropriation was made at the time, and no allusion is made to the matter at a meeting held the next 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 eight months each year, as this year the people voted
July 23rd, 1739 AD (search for this): chapter 1
three to attend to the matter, and, although no appropriation was made at the time, and no allusion is made to the matter at a meeting held the next 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 eight months each year, as this year the people voted to have a school from September to May. On the 30th of July, 1738, they voted to have a school for the space of a year, and July 23, 1739, they voted to have an annual school. The hiring of the master and the care of the school was usually put in the hands of a special committee, as now, but for some years before the Revolution the selectmen were charged with that duty. The studies pursued were very few, but they sufficed. Reading, writing, and the fundamental operations in arithmetic—the three R's—were all that found a place in the course of studies in those early schools. I will spare my readers an enumeration of<
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.
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
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
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 (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
1630 AD (search for this): chapter 2
Loomis. The objects of the Society are to collect, preserve, and disseminate the local and general history of Medford and the genealogy of Medford families; to make antiquarian collections; to collect books of general history, genealogy, and biography; and to prepare, or cause to be prepared, from time to time such papers and records relating to these subjects as maybe of general interest to the members. Medford is one of the ancient and honorable communities of the country. Founded in 1630, its municipal life has been patriotic, dignified, and law-abiding, while the family history of many of its citizens is filled with facts and experiences relating to ye early tymes, which have an irresistible charm for all those who venerate the historic. It is a cause for regret that such a society had not been organized many years ago, as doubtless with the breaking up of old families year by year, much of antiquarian interest and value has been scattered, and presumably lost. There a
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