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Connecticut (Connecticut, United States) (search for this): chapter 3
e was in business in Washington, D. C., and for nine years preceding his death, in 1888, was an Examiner in the United States Patent Office. Mr. Sumner became a lawyer. Mr. Goreley was for several years an assistant in the Roxbury High School, and afterwards engaged in business in Boston. Miss Leonard left under an engagement for the High School in Canandaigua, N. Y., and later taught in the classical department of the Worcester High School and finally opened a private school in Connecticut, where she fitted students for college. While in Medford she assisted Professor Bocher in the preparation of a French grammar, and shortly before her death published a treatise upon Political Economy. Miss Barr first took charge of an endowed school in South Boston, then became manager of a private school for girls in the city proper, and finally opened a school on her own account in the same city and has been eminently successful therein. Mr. Drew became a clergyman and was settle
Suffolk County (Massachusetts, United States) (search for this): chapter 3
Mr. Forbes resigned on account of ill-health and afterward accepted the mastership in a Charlestown grammar school. Mr. Isaac Ames (Dartmouth, 1839) took the position March 16, 1841, and held it till April 1, 1844. His absence of four weeks in 1841 was supplied by Mr. A. K. Hathaway, who afterwards became principal of the Centre Grammar School and still later the head of a successful private school on Ashland Street. Mr. Ames became a lawyer in Boston and was Judge of Probate for Suffolk County for nineteen years, till his death in 1877, at the age of fifty-seven years. Mr. M. T. Gardner resigned his mastership in the East Grammar School, April 14, 1844, to take that of the High School till September 14 of the same year. Mr. Edwin Wright (Yale, 1844) taught from September 16, 1844, to September 13, 1815, when he accepted a mastership in the Eliot School, in Boston, at more than twice the salary paid him in Medford. He became a lawyer and for some years was Judge of the M
Massachusetts (Massachusetts, United States) (search for this): chapter 3
ll 1837. The Awakening. It was in the fourth decade of this century that, according to Usher's History of Medford, a wave of unusual interest in educational matters was passing over many of the States and attained its greatest height in Massachusetts. In 1830 the American Institute of Instruction was organized, which, though national in name and object, was largely composed of Massachusetts men. It aimed at reform and progress, and proved itself most efficient in accomplishing its exalteMassachusetts men. It aimed at reform and progress, and proved itself most efficient in accomplishing its exalted purpose. A royal impulse was imparted to the educational machinery of our State, which from that time began to work with wonderful activity. Favoring laws were enacted; a State Board of Education was established; normal schools sprang into existence, and the public schools of the State soon began to assume the form and features they wear at the present day. Upon the crest of that wave were such men as Rev. Charles Brooks, a native of Medford, and at that time a pastor in Hingham; Hon. Ho
Hingham (Massachusetts, United States) (search for this): chapter 3
g into existence, and the public schools of the State soon began to assume the form and features they wear at the present day. Upon the crest of that wave were such men as Rev. Charles Brooks, a native of Medford, and at that time a pastor in Hingham; Hon. Horace Mann, the first secretary of the Massachusetts Board of Education; and Rev. Francis Wayland, D. D., president of Brown University. The light emanating from such luminaries was as inextinguishable as the solar rays. In some localiteriod and was elected upon the School Board in 1854. Mr. James Waldock, Jr. (Harvard, 1844), was next in service, from September 14, 1845, to the close of the school year, in November, 1846. He afterward became principal of Derby Academy, in Hingham, and for many years was a practising physician in Boston Highlands, where he now resides. Upon the resignation of Mr. Waldock, the Committee advertised for a successor and more than a score of applicants appeared with credentials at the time
Washington (United States) (search for this): chapter 3
dious if allusion be made to the subsequent history of some of these assistants. Miss Wellington married Mr. Darius Crosby and still resides in town. Miss Gregg continued to teach for many years in Florida and New Jersey. Mr. Redman left teaching to study civil engineering at Harvard College, which profession he followed till 1862, when he enlisted in the Massachusetts 39th, from which he was transferred to the Navy Department as draftsman. After the war he was in business in Washington, D. C., and for nine years preceding his death, in 1888, was an Examiner in the United States Patent Office. Mr. Sumner became a lawyer. Mr. Goreley was for several years an assistant in the Roxbury High School, and afterwards engaged in business in Boston. Miss Leonard left under an engagement for the High School in Canandaigua, N. Y., and later taught in the classical department of the Worcester High School and finally opened a private school in Connecticut, where she fitted stude
United States (United States) (search for this): chapter 3
Wellington married Mr. Darius Crosby and still resides in town. Miss Gregg continued to teach for many years in Florida and New Jersey. Mr. Redman left teaching to study civil engineering at Harvard College, which profession he followed till 1862, when he enlisted in the Massachusetts 39th, from which he was transferred to the Navy Department as draftsman. After the war he was in business in Washington, D. C., and for nine years preceding his death, in 1888, was an Examiner in the United States Patent Office. Mr. Sumner became a lawyer. Mr. Goreley was for several years an assistant in the Roxbury High School, and afterwards engaged in business in Boston. Miss Leonard left under an engagement for the High School in Canandaigua, N. Y., and later taught in the classical department of the Worcester High School and finally opened a private school in Connecticut, where she fitted students for college. While in Medford she assisted Professor Bocher in the preparation of a
Stoneham (Massachusetts, United States) (search for this): chapter 3
of the school Friday, December 11, 1846, and continued therein till the close of the school year, June 30, 1876, at which time but one (James O. Curtis) of those who elected him was living. Mr. Cummings presented his resignation in May and the Committee enjoined secresy upon him in order that, without suffering the importunity of the unemployed, they might make quiet investigation among those in service and select the best man. In this they were eminently successful. The High School in Stoneham was robbed of its accomplished principal, Mr. Lorin L. Dame (Tufts, 1860), and he was duly installed in his present position in September, 1876. Assistants. The first assistant employed in the school was Miss Sarah E. Sparrell, who taught twenty-three weeks, from April 6 to September 28, 1839, at one dollar per week. The wages indicate that Miss Sparrell was but an Assistant pupil, though many a district school in the country was then being taught for a stipend equally or even more
New England (United States) (search for this): chapter 3
the institution. At that time there were at least two high schools in the State for the coeducation of the sexes. Boston, the only city in the Commonwealth, and the accredited pioneer in educational improvements, had its Latin and English High Schools to qualify its boys for college and for the more responsible positions in metropolitan business life; but it had nothing of the kind for girls. The grammar school was thought good enough for them! Plymouth, the first town settled in New England by Europeans, appreciating the intelligence of its founders, and ambitious to preserve its prestige, established a free school in 1672 (antedating Medford's first by nearly a half-century) and a high school in 1826, which was taught by a graduate of Harvard College. A part of Chelmsford became Lowell in 1825. Within four years of its incorporation and seven years before it became a city with the requisite 12,000 inhabitants, that thriving village had a high school for boys and girls;
Joel M. Fletcher (search for this): chapter 3
te course of one year. Upon the solicitation of parents and pupils the School Board recently (1889) voted to establish military instruction for the young men and the town made an appropriation therefor. In the late civil war more than forty of the alumni, in the spirit of their patriotic declamations, seeing behind the starry flag the Union and the Law, rushed to the field of strife. The following, and probably others, lost their lives therein: William H. Burbank, Edward Gustine, Joel M. Fletcher, Edward Ireland, Alfred Joyce, Samuel W. Joyce, Samuel M. Stevens, Herman Mills, and Isaac J. Hatch. Give them the soldier's meed, To them the patriot's honor yield; The holy cause their hearts espoused Their martyr blood has sealed. Conclusion. The school has now reached the fifty-seventh year of its existence, and its influence is patent to every observer. It has afforded instruction to about twenty-two hundred youth, and most of them have done it honor in after years. Ma
Louise MacLeod (search for this): chapter 3
alify them to instruct their own pupils. The High School alone was honored with a special instructor of the art from that time, and the succession has been as follows:— Miss Frances C. Saxe, from September 1, 1873, to June 1, 1878. Miss Isabel Webster, from September 1, 1878, to July 1, 1881. Henry W. Poor, from September 1, 1881, to October 1, 1885. Wallace Bryant, from October 1, 1885, to July 1, 1809. Miss George L. Norton, from October 1, 1889, to June 30, 1891. Miss Louise MacLeod, from September 14, 1891. Miscellaneous. Prior to 1868, the course of study embraced a period of four years. At that date it was reduced to three years, and so remained till 1887, when it was so modified that students could choose between a course of three and one of four years. Candidates for college have been accustomed to take a postgraduate course of one year. Upon the solicitation of parents and pupils the School Board recently (1889) voted to establish military instru
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