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January (search for this): chapter 1
wn 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 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, a
1630 AD (search for this): chapter 1
passed by the Colonial Court in 1692 required every town of fifty householders to support a 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 certain that if she had had the requisite number of people she would have been obliged to comply with the law, even if reluctant to do so. Its insignificance, furthermore, may be inferred from the fact that although incorporated as a town in 1630 no one of its people seemed to be aware of the fact till about 1680,—fifty years later,—and the first white child born within its borders had become an old man of eighty-three before it had a settled minister, and this in a thorough-going puritan settlement. Very likely as she drew her preaching from ministers settled in the surrounding towns, and from young men studying in Harvard college, so her brighter and more ambitious boys managed to attend the public schools established in those p
Martin (search for this): chapter 1
ic schools established in those places. The distance was not excessive, and the boys of those days did not shrink from such a daily walk as this would require. Moreover, the 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, and long before they became men they must have perceived the vision spleived, when only the preacher and the politician, the doctor and the lawyer, needed to know more than to read and write; and when, if a girl knew how to spin and to rock a cradle, she had all the education that was good for her. Of the women, says Martin, whose names appear in the recorded deeds of the early part of the eighteenth century, more than sixty per cent. made their mark. In the management of the schools the ministers took a leading part; in fact, when laymen were joined with them as
November 30th (search for this): chapter 1
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 three or four months the ensuing winter, and to make return of their doings to the town at the next town meeting. We note in the action at this meeting that the people have diminished the s
November 25th (search for this): chapter 1
ted 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 to have a school from September to May. On the 30th of July, 1738, they vote
December 11th (search for this): chapter 1
four months the ensuing winter, and to make return of their doings to the town at the next town meeting. We note in the action at this meeting that the people have diminished the size of their committee, have enlarged the curriculum of their school to include reading, have settled on a place where the school shall be kept, and instructed their committee to go ahead and to report their doings. Evidently 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. 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 chos
Mayo (search for this): chapter 1
d 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 rod that struck terror to evil-doers made a very good substitute for a crayon, a bit of birch bark or a broad chip made an excellent slate, and charcoal was as good as chalk. The home, which with their descendants seems to be so fast dying out, was the centre and source of their whole life. It was the conviction, says Mayo in his Public Schools in the Colonial Period, that every child born into this world is the child of God, capable of becoming a vital and useful member of society; and the corresponding obligation of the community to give to it the opportunity of that training at home, in the church, and in the school, which should send it forth at early manhood or womanhood a self-directing competent person and a reputable citizen of a self-governed state, that was at work silently and persistently below the
October 5th (search for this): chapter 1
t Master Caleb Brooks was the father of Gov. John Brooks. From 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 subject of schools was to be considered, or meetings called for that special purpose, became frequent, and evidently the people were 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-ho
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
Plato (search for this): chapter 1
on these shores brought with them the meeting-house and the school-house, and that these were the corner-stones on which they built. In a certain sense this is true. They brought the meeting-house to be sure, and they gave neither sleep to their eyes nor slumber to their eyelids till they had erected a house wherein to worship God; but the schoolhouse had to wait. The children's day had not then dawned, only the first faint streaks of light were visible above the eastern horizon. Neither Plato in his perfect republic nor Sir Thomas More in his ideal state had ever dreamed of such a thing as the American common school, where every child, the poorest as well as the richest, 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, suggest
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