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The school was without doubt established and some years later a schoolhouse was built. Schoolmasters were from time to time employed, and thus Dedham takes her place with these other sister towns in the establishment of the American public school. It is clear that this school thus early established in Dedham was a free school, a public school in the proper sense of these terms, being supported by 3 distinct tax.

These first schools were inaugurated by the several towns, each acting for itself. In 1647 the system was legalized and made obligatory by a school law passed by the general court. This law made it compulsory upon the town to support public school and to make education universal and free. Of this school the late Hon. John W. Dickinson says: "As this was the first law of the kind ever passed by any community of persons or by any State, Massachusetts may claim the honor of having originated the free public school." This law, however, only made compulsory upon all the towns that which had been voluntarily undertaken by a number of them.

In this law we find the following:

It is therefore ordered that every township in this jurisdiction after the Lord hath increased them to the number of fifty householders shall forthwith appoint one within their town to teach all such children as shall resort to him to write and read, whose wages shall be paid either by the parents or masters of such children or by the inhabitants in general, by way of supply, as the major part of those that order the prudentials of the town shall appoint; provided those that send their children be not oppressed by paying much more than they can have them taught for in other towns; and it is further ordered that where any town shall increase to the number of one hundred families or householders they shall set up a grammar school, the master thereof being able to instruct youth so far as they may be fitted for the university; provided that if any town neglect the performance thereof above one year that every such town shall pay five shillings to the next school till they shall perform this order.

The Massachusetts system of education was now in full operation, with enactments for elementary English schools, secondary classical schools, and the college at Cambridge already established.

We have seen that a number of the towns had previously established their own schools. The system was now made universal and compulsory.

It would not be germane to our purpose to follow the history of this Dorchester school further. Let it suffice to say that the school became permanent and was never abandoned. This identical school has had a continuous existence to the present day. As the town grew other schools were established. Thompsons Island, whose original proprietor was David Thompson, then dead, was claimed a few years later by his son and heir, John Thompson. The general court, after due trial, decided in favor of the claim of John Thompson and nullified its grant to Dorchester, turning the property over to John Thompson as its legal owner. Subsequently Dorchester appealed to the general court with a request that the court would grant other lands in place of Thompsons Island thus taken from them. October 18, 1659, the general court granted the petition in the following vote:

The deputies think meet to grant this petition, viz: A thousand acres of land for the end mentioned in this petition, where they can find it according to law, with reference to the consent of our honored magistrates hereto.

Consented to by the magistrates.

WILLIAM TORRY, Clerk.
EDWD RAWSON, Secty.

On the 14th of November the selectmer of Dorchester "Impowered Mr. Clarke and Henry Woodward to search and stake out a farm of one thousand acres of land granted unto the town of Dorchester for the use of a school by the order of the general court h11 at Boston the 18th of October, 1659."

Nearly sixty years, however, elapsed before the tract thus granted was located

(1717) and taken possession of by the town. It was then located in what was afterward called Lunenburg, in Worcester County. A committee chosen to examine the quality of the land reported in the year 1727 that they found upon a careful review thereof the north side to be good land, but the south side to be ureven and mean land." This land the town sold at public auction on the 4th of March, 1783-34, to Benjamin Bird, of Dorchester, for the sum of four hundred pounds. In addition to the above-mentioned grant by the general court of 1,000 acres of land for the public school in Dorchester, the inhabitants of that town in 1657 voted to appropriate 1,000 acres of her own soil for the same high and laudable purpose. Five years later four men were chosen “to look out some convenient place or places for the laying out of the said land. It is said that in the latter part of the summer they rode out into the country, "and coming to a place above Dedham," did agree to take up three hundred acres at one place, namely, beginning at that place where the Delham and Dorchester line meets with the Neponset River, and so to come down as far as three hundred acres will expend, both in length and in breadth, as the conveniency of the land will afford when it is laid out by measure."

Forty years afterward the remainder of this grant was laid out near the Plymouth Colony line, by the Bridgewater road, halfway between Boston and Taunton, and bounded by Halfway Brook, near Woodcock's well, the Rehoboth road, etc. It was composed of several different lots, which were, however, in the same neighborhood. This "school farm,” as it was called, was rented to different persons and afterwards sold for the benefit of the town.

One little incident in connection with the sale of this land deserves notice. Eight hundred acres of it were sold in 1772 to Timothy Stevens for £284 13s. 4d. Within a short time this Stevens sold out his eight hundred acres to different persons for more than three times what he paid for it. The historian naively adds, This was not the first nor the last time public property has been thus disposed of."

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Such were the beginnings of our New England public-school system. From time to time appropriate legislation was enacted, for the general court of this Commonwealth has always jealously guarded the interests of education. The institution which was thus early planted here upon the west coast of the Atlantic has from time to time extended westward. The English settlers here were pioneers. The pioneers pushed westward until they had occupied the territory of New Hampshire, subdued the land beyond the Green Mountains in Vermont, made settlements upon the hills and in the valleys of the Berkshire region, dotted everywhere with farmhouses western Connecticut, leaped over the Dutch settlements in New York, planted freedom and education in the territory northwest of the Chio, covered the plains of the two great valleys of the Mississippi and the Missouri with cornfields and wheatfields, and finally, passing over the summit of the continent, they spread New England people and New England principles "where rolls the Oregon," and even to the Pacific coast. And everywhere that these pioneers from New England went they planted the church and the schoolhouse. The American public-school system was thus extended over the whole Northwest on this side of the mountains, and beyond them in Oregon and Washington.

But there were two civilizations from the very start in the English colonies of North America. Plymouth and the Bay Colony represent the Roundheads; Virginia the Cavaliers. In an educational address at St. Albans, Vt., in 1881, Dr. J. L. M. Curry, in speaking upon the topic "Education in the South before the civil war," said:

In proportion to the population, taking man for man, negroes excluded from the population, the South sustained a larger number of colleges, with more professors

and more students and at a greater annual cost, than was done in any other section of the Union. The same was true of the academies and private schools.

* * *

In the matter of public schools, sustained by taxation and free to all who chose to attend, the South was far behind the North in the provision made for universal education. No plans adequate for universal education existed.

It is a great pleasure to quote further from Dr. Curry's address as follows: When the Confederate soldier furled his flag at Appomattox there was not a Southern State that had a system of public schools; but now, in organic law and in statutes, universal education is recognized as a paramount duty. The newspaper press gives intelligent and effective support; party platforms incorporate public schools in the political creeds: State revenues are appropriated; local communities levy taxes, and scarcely a murmur of dissent is heard in opposition to the doctrine that "free government must stand or fall with free schools."

This was said in 1881, eighteen years ago. To-day it is true that every State in this Union and every organized Territory has established by law and in good working condition a system of universal education, based upon the American plan of public schools supported by taxation.

Let us pause for a moment and contemplate this gigantic result. A small plantation, situated on the eastern shore of North America, for the first time in the history of mankind, taxes itself to support a school where all the children, rich and poor, high and low, plebeian and patrician, shall receive at public expense the rudiments of an education. That was the beginning. As a result to-day we have a nation holding sway from the Atlantic to the Pacific, with its southern borders upon the torrid zone and its northern extremity in the Arctic Ocean, embracing 75,000,000 people with one single system of education, supported not by a central government, but by the people themselves, through taxation upon their own property, in every State, in every county, in every municipality. This is something never before witnessed in the history of the world; an achievement in a quarter of a single millennium greater than any the sun hitherto ever shone upon. To quote once more from the address already alluded to from Dr. Curry. He said: Let me affirm with emphasis, as an educator, as a patriot, as an American, that on universal education, on free schools, depend the prosperity of the country and the safety and perpetuity of the Republic.

The exigencies of the present time seem to be favorable for the cultivation by some persons of pessimistic views concerning the future prospects of our Government and our people. Of course, governments, like individuals, find here and there disappointments and disasters. In ancient times empires arose, flourished, decayed, and were swept away. Revolutions have taken place. Dynasties have been overthrown. In our own country one political party succeeds the other in the management of our Government, both State and national. Yet it is safe to say that no careful student of history ever ought to be a pessimist. The progress of the race is steadily and constantly upward and onward. No one need to lie awake at night for fear that our national bark is to founder in the deep sea, or break to pieces upon the rocks of some inhospitable coast. Doubtless there are dangers ahead. We are to-day confronted with many serious problems, but there have been pessimists always, and serious problems are always confronting a brave and prosperous people. Our fathers had them and overcame them, and their fathers overcame them. Like the poor, we shall have them with us always.

From the beginning, however, the Anglo-Saxon race has been equal to any emergency. It has again and again overcome obstacles, dangers, and difficulties, which to many minds have seemed to threaten prosperity, and even existence itself. From the beginning of these English settlements, nearly three centuries ago, dangers, difficulties, adverse circumstances have always threatened. It is equally true that the dangers have always been averted and the problems success

fully solved. The same will be found true now. This hardy race shall triumph. American civilization is the hope of the world. The public school is the corner stone of our national superstructure. We shall find means adequate to the ends. Let us not forget, however, that the means must be used to accomplish the ends desired. It is highly necessary that all the people recognize the value and the importance not only of education in general, but especially of the institution known as "The American system of public schools."

SUPERVISION IN MASSACHUSETTS.

PROVISIONS OF THE LAW RELATING TO SUPERINTENDENTS.

[From "The revised laws of Massachusetts relating to public instruction. Enacted by the legis lature November 21, 101."]

SUPERINTENDENTS OF PUBLIC SCHOOLS.

SEC. 40. The school committee of a city or town which is not within an existing union for the employment of a superintendent may, and after the first day of July in the year nineteen hundred and two, shall, at the expense of the city or town, employ a superintendent of schools, who, under the direction and control of the committee, shall have the care and supervision of the public schools. The compensation of the superintendent shall not be less than one dollar and ifty cents for each day of actual service, and shall be determined by the school committee. Sic. 41. Two or more towns may, by a vote of each, form a district for the purpose of employing a superintendent of public schools therein.

SEC. 42. Such superintendent shall be annually appointed by a joint committee, composed of the chairman and secretary of the school committee of each of the towns in said district, who shall determine the relative amount of service to be performed by him in each town, fix his salary, apportion the amount thereof to be paid by the several towns and certify the same to each town treasurer.

SUPERINTENDENTS OF SCHOOLS FOR SMALL TOWNS.

SEC. 43. The school committees of two or more towns the valuation of each of which is less than two million five hundred thousand dollars, and the aggregate number of schools in all of which is not more than fifty nor less than twenty-five, and the school committee of four or more towns the valuation of each of which does not exceed two million five hundred thousand dollars, without reference to the minimum limit in the aggregate number of schools aforesaid, may, and after the first day of July, in the year nineteen hundred and two, shall, form a union for the purpose of employing a superintendent of schools. Such union shall not be dissolved for three years after the date of its formation except by a vote of a majority of the towns constituting the union, nor shall it be dissolved for the reason that the valuation of any one of the towns shail have go increased as to exceed two million five hundred thousand dollars, nor for the reason that the number of schools shall have increased beyond fifty or, in a union of less than four towns, shall have decreased below twenty-five.

SEC. 44. The school committees of such towns shall be a joint committee, which, for the purposes of such union, shall be the agents of each town therein. The joint committee shall annually, in April, meet at a day and place agreed upon by the chairman of the committees of the several towns comprising the union, and shall organize by the choice of a chairman and secretary. They shall choose, by ballot, a superintendent of schools, determine the relative amount of service to be performed by him in each town, fix his salary, apportion the amount thereof to be paid by the several towns, and certify it to each town treasurer.

SEC. 45. When the chairman and secretary of such joint committee certify to the auditor of accounts under oath, that a union has been effected, that the towns, in addition to an amount equal to the average of the total amount paid, or to the amount paid for each child, by the sereral towns for schools during the three years then last preceding, unitedly have appropriated and raised by taxation not less than seven hundred and fifty dollars for the support of a superintendent of schools, and that a superintendent of schools has been employed for one year, a warrant shall, upon the approval of the certificate by the beard of education, be drawn upon the treasurer and receiver-general for the payment of twelve hundred and fifty dollars, threefifths of which shall be paid for the salary of such superintendent, and two-fifths thereof shall Te apportioned and distributed to the towns forming such union on the basis of the amount appropriated and expended for a superintendent in such towns for the preceding year and shall Le paid for the salaries of teachers employed in the public schools therein.

SEC. 46. There shall be annually appropriated by the Commonwealth such amount as may be necessary to carry out the provisions of the three preceding sections.

SEC. 47. Towns whose valuation exceeds the limit fixed by section forty-three may participate in a union formed under the provisions of said section, in the same manner and subject to the same terms, conditions, and benefits as towns having such limited valuation, except that the allowance by the Commonwealth in aid of said union, as provided in the preceding section, shall not be made to the entire union, but shall first be apportioned to the several towns upon the basis of the amount appropriated by them, respectively, for the support of a superintendent of schools for the preceding year, and the warrant upon the treasurer and receiver-general shall then be drawn in favor of and only for the portions so assigned to those towns of the union whose valuation at the time of said union did not exceed the limit provided in section forty

three.

SEC. 48. If the valuation of a town in a union formed under the provisions of section fortythree or of the preceding section shall so increase as to exceed three million five hundred thousand dollars, such increase shall have the same effect as if the valuation of sɛid town had exceeded two million five hundred thousand dollars at the date of the formation of such union.

DISTRICT SUPERVISION.

[Reprinted, with some changes in arrangement, from the 64th and 65th reports of the Massachusetts Board of Education (1899-1900 and 1900-1901), Hon. Frank A. Hill, secretary.]

Development of district supervision.—The system of district supervision in Massachusetts--that is, of the supervision of the public schools in a group of towns by a single superintendent-was established by an act of 1888. Previous to that date there were several instances of two towns employing the same person as superintendent, but, as there was no aid from the State, only towns of considerable means could resort to the plan. It was therefore beyond the reach of most of the towns of the State. Under the legislation of 1888 the smaller towns were encouraged to establish superintendency districts. To guard against the employment of inferior persons, the minimum salary of the district superintendent was fixed at $1,250. Of this the State paid $500; it also gave in addition $500 toward the salaries of teachers in the district. Amendments of the legislation of 1888 were made by acts of 1890 and 1891, the principal change being an increase of the superintendent's salary to $1,500, the State contributing $750 thereof. An act of 1898 codified the previous laws and extended their scope somewhat. In 1900 an act was adopted by the legislature making the employment of superintendents of schools the universal and permanent policy of the State after July 1, 1902.

The method of educational progress.-The history of supervision in Massachusetts illustrates the way in which many of the State's great educational steps have been taken. At first the towns feel their way to a new method of supervising the schools by employing a paid expert for the service. They do this without any special sanction from the legislature, but out of that reserve of authority which they assume to have in the general authority granted them by the State to manage their schools. The method proves successful, whereupon the legislature formally authorizes the towns to adopt it if they choose to do so. Under this formal authority other towns take similar action. Meanwhile there is an undercurrent of conviction that the State ought not to force the plan upon towns-certainly not so long as there is any widespread failure on their part to utilize it. In time, however, a large proportion of the State is won over to the plan. Then the people conclude that it has been sufficiently tested and that the good of the schools requires it to be made mandatory and universal. It is a slow process; it has its disadvantages. But there is one superlative merit-a good principle worked out and fixed in this way rests on that solidest of foundations, the experience and intelligence of the people. The Massachusetts system of district supervision is the most successful yet devised in the United States for reaching the small towns; and the act of the legislature of 1900, that, in addition to its mandate that every town shall employ a superintendent of schools, makes it the duty of every eligible town to provide for this kind of supervision, is the most promising school legislation of recent years. Energies may now be more fully directed to improving the quality of the supervision.

It will be noted from the statute that it is no longer necessary for the towns to consider in town meeting questions relative to the formation or the dissolution of superintendency unions. Whatever authority they exercised in this way under earlier legislation has been transferred to the school committee; and very properly, now that the State has decided to require all towns, through unions or otherwise, to employ superintendents of schools. The question of expediency having thas been settled by the State itself, only details of procedure are left to be acted upon. Obviously these can be better handled in school committee than in town meeting. In this substitution of State authority for that of the town, as well as in the very arguments used for and against the State policy, history has repeated itself. It was, for instance, once optional with the town whether it should have a school

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