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CITY OF CHARLESTOWN.
PRINTED BY WILLIAM W. WHEILDON.
The School Committee have prepared the following
summary of their proceedings during the year, and of
the condition of the Schools under their direction, and
they respectfully submit the same as their
In the month of January, an estimate of the amount
of money necessary to be expended for the Schools was
prepared by the Board, and presented to the Committee
on Finance of the City Council. Before the Annual
Appropriation Bill had been passed by the City Coun-
cil, a petition was received by this Board from the Pri-
mary School teachers, asking for an increase of pay,
which petition, after a careful consideration of all the
circumstances in the case, it was deemed proper to
grant ; and at the same time the salaries of the other
female teachers were increased, and the Secretary was
instructed to give notice to the City Council that such
action had taken place. The notice was given, but no ad-
dition was made to the amount of the appropriation "For
support of Schools," which had been fixed at $38,000.
Having decided upon the salaries of the teachers .and
caused notice to be given to them, we could see no way
in which we could honorably be relieved from our obli-
gation to pay the same, and the pay-roll has been made
up in accordance with our vote. For this reason, the
whole expenses of the Schools will overrun the appro-
priation, and some additional provision will have to be
made for them before the close of the financial year
(Feb. 28). In the opinion of the Committee the salaries
of the teachers are not too high — certainly not if com-
pared with the salaries in the neighboring cities and
towns — and we cannot but feel that for the labor per-
formed and the influence exerted by them, the city re-
ceives a full equivalent for the amount of compensation
paid to the teachers.
The repairs on and about the school-houses during
the past year, have been very considerable, and the
Committee on Public Property of the City Council
have shown great liberality in their expenditures for
this purpose. The High, all the Grammar, and most
of the Primary school buildings, have received atten-
tion : and in the a2:o"re":ate the sum of three thousand
and fourteen 21-100 dollars has been expended in this
way. This amount is not included in the $38,000
appropriated "For support of Schools," but is in addi-
tion to it, and has been paid out of the appropriation
by the city "For Contingencies." A new school-house
has also been erected by the City Council, calculated
to accommodate nearly seven hundred scholars. The
building is 84 by 60 feet, of brick, walls vaulted, three
stories high above the basement. The basement con-
tains three play-rooms to be used in stormy and cold
weather, closed with doors when desired ; also a room
for a Primary School, four furnaces for warming the
building, fuel rooms, &c. One of the two principal
entrances is to the basement, from which is an ascent
to the stories above by a stairway. The first story
above the basement contains four large Grammar
School rooms, clothes rooms and hall. The other prin-
cipal entrance is to this story upon the side facing the
burial-ground. The second story also contains four
large school rooms, clothes rooms, and hall. The third
story contains two large school rooms, clothes rooms,
a large hall or exhibition room, and an apparatus
room. There is an attic over all, which is unfin-
ished. The school rooms are placed at either end
of the building, entrance halls in the centre between
them. The stairways are spacious, and located upon
the front and rear of the entrance halls. The floors
and stairs are of hard southern pine; the doors and
finish of chestnut, oiled and varnished. The rooms
are all warmed with heated air from the furna-
ces, and they are thoroughly ventilated. The chim-
neys are cast iron instead of brick. The plastering is
applied to the walls without furring or laths. The roof
is slated and tinned, the gutters are of copper, and iron
guards are put upon the outside of all the windows. —
The yards are enclosed with appropriate fences, and
paved with bricks, and provided with everything con-
ducing to the comfort and convenience of the scholars.
In addition to the expenses of the Schools this year,
the sum of $1,869 12, has recently been paid for new
furniture for the High and Warren Schools.
By votes of this Committee and the City Council,
the name of Prescott has been given to the building.
On the 16th of the present month it was dedicated,
and at the end of our Report we append an account of
the proceedings on the occasion. This building, which
was opened on the 21st inst., is calculated to accommo-
date all the scholars who are fitted for the Grammar
Schools, and who cannot be conveniently accommodated
in the other Grammar School buildings. The Tempo-
rary Grammar Schools have therefore been given up,
and the scholars transferred to their proper districts,
while the school-house on the corner of Cross and Bart-
lett streets has been re-appropriated to the use of Pri-
mary Schools, Nos. 8 and 9. The city has been divided
into five Grammar School districts, and during the last
week with the confusion and perplexity which such
changes always occasion, an effort has been made to
arrange the schools according to these new districts.
Sufl&cient progress has been made to make it evident
that all the rooms in the Prescott school-house will
have to be fitted up and occupied, and that the lines
of the district will require some alteration.
At the close of the term ending October 31, the num-
ber of schools, teachers and scholars were as follows :
27 Primaries, with 27 teachers, 1901 scholars.
1 Intermediate, 1 " 64 "
2 Temp. Grammar, 2 " 78 "
H Grammar, 35 '« 1720 "
1 High, 5 " 170
39 schools, 70 teachers, 3933 scholars.
We present herewith statistical tables concerning
them, with such remarks as seem to us to be called
for in this report.
| Wint.Term,cn ding Ap ril 185 7
Teachers Names- s t!
i LOIizabetli M. Lane,
M. B Skilton,
Hanniih H. Sampson,
Susan L. Sawyer,
Alice S. Wiley,
Mary J. Emerson,
Louisa A. Pratt,
Joanna S. Putnam,
Pauline B. Neale,
C. W. Trowbridge,
Sarah E. Smith,
Ellen M. Rugg,
Abby E. Hinckley,
E. H. Rodenburgh,
Louisa W. Huntress
F. E. Kverett,
Frances M. Lane,
Helen G. Turner,
Susan T. Croswell, |
Adaline M. Smith,
Jane B. Loring,
Mary J. Underwood
^ "z, -^
^ . ^ S « o
226l| 1116 1144 1 1818 1 928 890 1257 1475 235
ti. K. Bowers.
George B. Neal.
William N. Lane.
A. J. Locke.
J. W. Bemis.
W. W. Wheildon,
Abram B. Cutter.
Abram E. Cutter.
Abram E. Cutter.
F. E. Bradshaw.
L. K. Bowers.
George B. Neal.
G. W. Warren.
F. E. Bradshaw.
G. W. Warren.
I Primary Schools ,
Term, ending Oct.
Elizabeth N. Lane,
M. B. Skilton,
Hannah H. Sampson,
Susan L. Sawyer,
Alice S. Wiley,
Helen R. Chalk,
Louisa A. Pratt,
Joanna S. Putnam
Pauline B. Neale,
C. W. Trowbridge,
Sarah E. Smith,
Ellen M. Rugsr,
Abby E. Hinckley,
E. H. Rodenburgh,
J19 Louisa W. Huntress,
520I Matilda Gilman,
F. E. Everett,
Frances M. Lane,
Helen G. Turner,
Susan T. Crosvi'ell,
Adaline M. Smith,
Jane B. Loring,-.'
Pamelia E. Delano,
Near B.H. S. House
Ward Room No. 3,
B. H. street at Point.
Ward Boom, No. 2,
Ward Room No. 3
AT THE SEMI-ANNUAL EXAMINATIONS. 1
O - 1 1 1 , '
• o o p p p o p p
High, Grammar, and Intermediate Schools.
00 en en H- ^. 00 0< en to W lO
Whole Number ot Schoiarii
for the Te m.
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cnroi-'enoooccoco — ^"P'
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to ^^ to cr. H^ o — ro ^ lO o
i-itocsfom"— ^Jtooc. to^
^^ ^2 h3 ^^ to ^^ to •—
c CO <o ^ -o e/1 (o -o — o o
Number at its close.
t3 1-1 i-i JO ^^ .i^ c lo o 00 *»
00 00 -} to lO ►- ^ o ^-o ^ —
^1^oto^3<otJ10 — o-JO
to _ to ^ »o — to ^
O ^) ^1 to *>■ (i — to '_-' C5 —
to to to i-* to ^ to —
Present at Examination.
Number of visits of School
to fi to to to (2 *> H-
00 Ji. tT" O 1." ^ Oi to -' O 00
Whole number of Scholais
for the Term.
H- 1— t- ^ ^ .- to
tn to I— O' t: ^ to en to o --J
tOtOOOtO^J^-C^ — O'COO
COtOCOOT — ^tOrf^tOO-
Cl J- to Oi CO CI ^1 05 ~ en 00
<J5 to .U to I— 00 _ to to C-. ^
*>. o to fc- to 4^ — en en 4^ o
Number at its close.
hSi-'tOi— tO^i-OOtOO —
Present at Examination.
k- to l-» 4i. KS to to
Number of visits of School
During the past year but few changes have taken
place in these Schools. Teachers have resigned in Nos.
9, 20, and 29, and others have been appointed in their
places, of whom the Sub- Committees say, they have
given evidence of interest and fitness for their employ-
ment. The rooms occupied by Schools Nos. 1, 5, 27,
and 29, are severally represented to be cheerless and
uncomfortable, ill ventilated, inconvenient and unsuita-
ble ; and room No. 6, is complained of as inaccessible
in wet weather. Of the teachers, the Sub- Committees
give the usual report. Among them, are those highly
efficient, thorough, systematic, assiduous, diligent and
affectionate. And there are others, who need to be
reminded of the seriousness of their calling, and the
necessity of greater diligence and interest. Parents
are earnestly entreated not to withhold their encourage-
ment from the teachers, or to forget how vain will be
their ejQforts if neglect or heedlessness characterize the
influence of home. The whole community is called
upon to realize the importance of care in the early de-
velopment of the physical as well as the mental powers
of young children. Early attention to the manners of
the children is believed by the Committee to be highly
important, and great care on the part of parents and
teachers in this direction, is recommended and urged.
Frequent visits from the parents, it is believed, would
aid the teachers in impressing this lesson upon the chil-
dren, and at the same time accomplish that other im-
portant object, viz. to cheer the heart and strengthen
the courage of the zealous and devoted conductors of
the school-room. The assurance of the parents' sat-
isfaction no less than the quarter's pay, is due to the
faithful teacher, and the teacher who does not fairly earn
the first cannot fairly earn the last. Children from five
to eight years of age attend our Primary Schools : and
when we reflect upon the impressibility of their minds,
and the amount of good or evil influence which they
will surely receive during this period of their lives, how
important become these Primary Schools, of how much
consequence the Primary School teachers.
MISS ANN NOWELL,
GEORGE B. NEAL,
The Sub-Committee in their report on this School,
speak of the teacher as deserving great credit for the
patience and skill which she has manifested in the dis-
charge of her very arduous duties. The school under
her direction, continues to maintain the high rank
which it has heretofore occupied. Many of the scholars,
whose education had been almost entirely neglected
before entering this school, have in a very short time,
made surprising improvement, and some who were far
behind others of their own age in the Grammar Schools,
have recovered their lost ground, and have very soon
shown such proficiency as fitted them for promotion to
their proper places in the higher schools. At the exam-
ination, the Committee were particularly pleased with
the manner in which the pupils acquitted themselves in
reading, spelling and arithmetic. Indeed the whole
appearance of the school was such as to reflect the
highest credit upon the teacher for successful disci-
pline, thorough training, and earnestness and fidelity in
all her labors. The Committee express a hope that all
the members of the Board will visit this school, and take
a greater interest in its welfare and progress ; as chil-
dren from all parts of the city are sent to it, and they
are of such a class as to be greatly benefitted by such
visits. The school-room has been very much crowded ;
but this,' — now that the new school house is finished, —
will be obviated, as twenty of the scholars are fitted to
enter the Grammar Schools.
TEMPORARY GRAMMAR SCHOOLS.
MISS SARAH E. ARCHER, MISS JULIA A. WORCESTER,
WM. W. WHEILDON,
G. WASHINGTON WARREN,
In their May report, the Committee say: "The cir-
cumstances of these schools is not supposed to be par-
ticularly favorable to their rapid progress, although the
teachers are ambitious and desirous of accomplishing
their tasks with success and good results. These
schools were formed at the close of the last year, to
accommodate the surplus scholars in the Grammar
Schools until the new Grammar school-house should be
completed. They have occupied the Primary School
building on the corner of Cross and Bartlett streets,
while other rooms have been provided for the tempo-
rary accommodation of the Primary Schools. They
were discontinued when the Prescott school-house was
opened, and the scholars are distributed into their
BUNKER HILL SCHOOL.
WILLIAM H. SANDERS, PrincipaL
PHCEBE A. KNIGHTS, 4th Assl.
MEHITABLE FOSTER, 5th do.
CAROLINE E. BIGELOW, 6lhdo.
ANNIE M. LUND, 1st Assistant.
CAROLINE PHIPPS, 2d do.
MARTHA A. BIGELOW, 3d do.
Sub-Committee— DAYW FOSTER,
F. E. BRADSHAW,
L. K. BOVVERS.
The Sub-Committee report in May, as follows : —
" For several weeks past this School has constantly
been deprived of the presence of Mr. Sanders, the able
and successful Principal, in consequence of severe and
protracted sickness, but under the care of the efficient
Assistants, (Miss M. A. Bigelow having charge of the
Principal's division, while her own classes have been
taught by a substitute,) good order has been main-
tained and commendable progress made. The exam-
ination of the school affords gratifying evidence of
skill, tact and good judgment in the teachers and inter-
est and studiousness on the part of the pupils. The
reading and spelling evidenced that careful attention
had been paid to those important branches. Questions
from the text -book were readily and correctly answered,
and in cases where the text- books were not referred to.
a clear understanding of the subjects studied, was fully
evinced. Thoroughness is evidently a prominent ob-
ject with the teachers, and while the memory is being
stored, discipline of the mind is not forgotten ; and
care is taken to develope its faculties, to increase its
capacity for acquisition and for independence of thought
and judgment." The Committee say of the change
made by the last Board in uniting the two Schools
under one Principal, that notwithstanding the labor
attending the new classification, it has proved very sat-
isfactory to the teachers and has sp far worked well. —
The construction of the rooms is unsuited for a fair
experiment of the new system, and the teachers have
labored under several disadvantages in consequence. —
Such alteration should be made in the building as will
give each division a room by itself. The population
of that part of the city is rapidly increasing, and all
the room that can be made in the building will soon be
needed, and besides the advantage to the school, a con-
siderable addition to the seats can be made by a suita-
ble division of the rooms.
In November, the Committee say, "the pupils by
their correct deportment, their promptness and accuracy
give evidence that they are well governed and well
taught." They refer again to the necessity for such
alterations in the school-rooms as will adapt them to
the system which has been in operation for the past
year, and which they are fully confident is an improve-
ment upon the old system, and they urge attention to
this want upon the new City Council and School Com-
JOSEPH B. MORSE, Principal.
ELIZABETH SWORDS, Ist Assf.
CAROLINE S. CROZIER, 2d do.
HANNAH E. KNIGHTS, 3d do.
C. SOULE CAR TEE, Principal.
ANN E. WESTON, 1st Assistant.
S. M. CHANDLER, 2d do.
MARTHA BLOOD, 3d do.
JOSEPHINE E. MISKELLY, 4tli.
Sub-Committee— J. W. BEMIS,
GEORGE E. ELLIS,
ABRAM E. CUTTER.
At the examination of these Schools in April, bat
one of the Committee was able to be present, the others
having unavoidable engagements elsewhere. He de-
voted one week to the work, and heard every scholar
in all the different lessons from the highest to the low-
est division. The scholars appeared to be under good
discipline, and exhibited a proficiency in their studies
creditable to all their" teachers. In consequence of a
previous illness of the Principal of Harvard No. 2, the
annual exhibition of that school was dispensed with.
The exhibition of No. 1 was creditable to the school,
and evidently very gratifying to the large number of
parents and friends who were present on the occasion.
The Committtee are of opinion that the influence of
these exhibitions upon the schools is good — that it
incites the pupils to application and study while it
encourages and stimulates the teachers and affords them
a proper satisfaction which they can derive from no
other source. They also express an opinion that there
may be danger that the inflaence of the principal teach-
ers is not sufi&ciently diffused through all the divisions
in the Grammar Schools, — that too much care is be-
stowed relatively upon the higher divisions and upon
the best scholars.
In November, the Committee say: *'We feel pleased
to be able to report the condition of both departments
of this school as quite satisfactory. The studies which
had occupied the time of the different classes were re-
viewed at the examinations, and the Committee were
thus enabled to judge of the degree of thoroughness
with which they had pursued them. They feel satisfied
that the main object with the teacher has been to have
them understand what they recite rather than to be
able to repeat the answers as given in the text-books.
In geography and arithmetic, it was particularly no-
ticed that they answered fluently, and worked out
readily the examples given them which were not con-
tained in the text-books, evidently understanding the
principles involved. In reading and spelling, those
important exercises which are often heedlessly passed
over as of but little importance when compared with
other studies, they gave evidence of attention and care.
"The Committee take occasion to impress upon pa-
rents the great injury the schools sustain by the irregu-
lar attendance of any of the pupils, and to urge them
to discountenance the custom of allowing their children
to remain away for slight reasons. A proper degree of
order prevails in the schools, and the Committee are of
opinion that the teachers, principals and assistants are
faithful in the discharge of their duties."
B. F. S. GRIFFIN, Principal.
SOPHIA W. PAGE. 1st Assistant
H. AUGUSTA ADAMS, 2d do.
SARAH A. ODELL, 3d do.
SAMUEL S. WILSON, PrincipaL
JULIA A. BRIDGES, 1st Assistant.
MARY M. CASWELL, 2d do.
E. A. RICHARDSON, 3d do.
R. M. PERKINS, 4th do.
FRANCES M. CLARK, 5th do.
Sub-Committee— WILLIAM W. WHEILDON,
G. WASHINGTON WARREN,
The Committee in their May report, remark as fol-
lows : — "By a necessary division of labor among our-
selves, we were able to give these schools a close and
careful examination in the various branches of study,
and we are gratified to be able to say the examination
was wholly satisfactory. The schools were evidently
under good discipline, mostly of that kind which com-
mends itself to any discerning Committee man. It was
quiet and efficient. The reading of the pupils was
good, so also the spelling, geography and grammar,
and in history the first classes were uncommonly well
informed." The Committee recommend that more at-
tention be paid to the study and practice of arithmetic,
in both schools ; a necessity shown by the examination
of candidates for the High School, to exist in all the
schools in the city.
At the Fall Term, the Committee report the con-
tinued good condition of these schools, and expressed
the satisfaction they felt on having so few causes of
complaint against the pupils, either from teachers or
others. Two cases of truancy were reported, in one
of which the offender was very properly held answer-
able to the law of the State against truancy, and but
for the leniency of the Committee would have been
sent to the appointed place of restraint. It was
hoped that both the arrest of the delinquent and the
desire of the Committee for his reform without a re-
sort to the punishment prescribed by the law, would
have a favorable effect upon the schools in which the
circumstances were known. The principals and teach-
ers of these schools have earnestly devoted themselves
to their duties during the year, patiently endeavoring to
encourage and improve the pupils under their charge,
and the Committee confidently believe they have been
as successful as they had reason to expect from ener-
getic and well-directed efforts.
GEORGE SWAN, Principal.
MARY A. OSGOOD, 1st Assistant
MARGARET VEAZIE, 2d do,
MARIA BROV/N, 3d do.
JOSEPH T. SWAN, Principal.
ELLEN FOSTER, 1st Assistant.
MARY M. MAYHEW, 2d do.
ANN J, CHANDLER, 3d do.
H. A. T. DADLEY, ' 4lh do.
Sub- Committee— GEOUGE B. NRAL,
ANDREW J. LOCKE,
WILLIAM N. LANE.
In their May report, the Sub-Committee say of these
schools, that they occupied a week in their examina-
tion. The divisions were taken into the recitation
rooms, and there the scholars were exercised in the
various studies they had pursued. They report a
marked improvement in the schools within the past
year. In arithmetic a very good degree of proficiency
was manifest, and the younger as well as the more
advanced pupils performed sums not in their books with
a readiness and accuracy that could only be the result
of thorough teaching and application. The writing in
both schools was excellent. The good order and disci-
pline so apparent to all who visit these schools can be
attributed in a good degree to the systematic habits of
the principals. The Committee heartily endorse the
sentiments expressed by the other members of the
Board, that the influence of the principals of all the
Grammar Schools should be diffused as much as possi-
ble over all the pupils, and not confined too much to
the graduate classes. They recommend that modern
desks and chairs be substituted for the present old-
fashioned, inconvenient, and dilapidated forms and seats.
And they close their report by referring to the excel-
lent condition in which the school rooms and every thing
in and around the buildings are required to be kept by
the principals, who do not forget that part of their duty
which is so apt to be forgotten or neglected by others.
In November, they say the same course was pursued as
in the spring, and the result was equally satisfactory.
Principal, A. M. GAY.
1st Asisistaat, C. E. STETSON.
1st Female Assistant, Mrs P. G. BATES.
2d do. do. Miss GRIFFIN.
GEORGE E. ELLIS,
WILLIAM W. WHEILDON,
G. WASHINGTON WARREN,
GEORGE B. NEAL.
The Sub- Committee in presenting their semi-annual
Report in May, remark "That the semi-annual Exami-
nation of the school was pursued by them patiently and
thoroughly, on the 8th, 9th and 10th days of April.
Frequent visits made by us in the course of the term
then closing had kept up our knowledge of the method
of study there pursued. Indeed we may say that the
school is under a continuous and constant examination
by one or more of us during every week of the year,
as we seldom go into it without listening to a recitation
from one or more of the classes. We would be under-
stood, therefore, as speaking not only of the evidence
afforded by the formal examination on the days speci-
fied, but of the results of all our visits, when we ex-
press our entire satisfaction that the school is in good
hands, and is answering the purposes for which it has
been so generously provided. The Principal and his
three assistants identify their pride and their reputation
with the school. They are conscientiously engaged in
promoting its efficiency. They are ready to receive
and act upon any suggestions from its friends or the
parents of its pupils in studying after improvements
upon their methods, and in adapting their tasks to the
capacities and interest of the scholars. It is particu-
laiiy gratifying to the Committee to observe that a very
great use is made of oral instruction, by which book-
learning is simplified, rendered m.ore lively and engag-
ing, and better suited to the capacities of the young.
The Committee also observe Avith pleasure that the
school is becoming more and more an object of universal
interest among the citizens. So far as the necessary
arrangements of the classes and the course of studies
will admit, it is desirable that the wishes of parents
shall be indulged in allowing a selection among the
branches of learning there taught suited to the capaci-
ties of their children and the plans which the parents
have in view for them. It is, however, obvious, that
the school cannot be made to serve the tastes and wishes
of all to the sacrifice of a regular course of prescribed
studies. One of the highest objects of the school is to
initiate its pupils into the elements of all the higher
branches of knowledge. As the majority of the pa-
rents wish to secure this privilege for their children, the
studies must be regulated accordingly.
"The delivery of a course of familiar lectures once a
fortnight, during the last term, was found to afford
pleasure and profitable excitement to the pupils. So
successful was the measure that the Committee will
endeavor to continue it during the ensuing season.
"The recent examination proved the fidelity of the
teachers and the interest and improvement of the larger
number of the pupils. The use of the philosophical
apparatus, in testing their knowledge of some philosoph-
ical facts and laws which they had learned from their
books, aided very much in giving them clear and prac-
In November, the Committee Report as follows : —
"'That they devoted the school hours of four days in the
last week of October, to the Examination of the schol-
ars in the various branches of study there pursued. —
These studies, as apportioned among the pupils of both
sexes, demand a distribution of the scholars into forty-
nine classes, the hearing and instruction of which on
the hours assigned to them require a very diligent use
of time from the teachers.
"Ihe Committee need only repeat here in substance
the judgment pronounced by them before the whole
school at the close of the Examination : That it was in the
main quite satisfactory — giving proof of a very hearty
interest in the teachers in the faithful performance of
their duty, and of a full appreciation of their great priv-
ileges by the scholars — so that nearly all of the latter
showed as much proficiency in their studies as could
reasonably be expected from their years.
It is hardly to be expected that all the members of
the successive classes admitted annually to this school
should show such a natural taste and aptitude for its
various studies as will insure to them its full benefit.
The Committee wish, again and again, to lay stress
upon the absolute necessity of much oral instruction
from the teachers. Pupils on commencing a new study
are often prejudiced against it, and led to give over the
hope of mastering it by the technical terms and the un-
familiar sounds in which it first addresses them. These
disagreeable impressions go on with them through all
their subsequent study of the same subject. They
might be very much relieved, if not wholly removed, if
the teachers would impart a few lessons upon such sub-
jects without any use of a text-book, and by simple
oral instruction. Parents complain to us of excessive
and difficult lessons, and of abstruse studies imposed
upon their children, either to the injury of their health,
or at the sacrifice of their desire to go on and complete
the regular course of the school. Some pupils are with-
drawn from this cause, and others ask to be excused
from studies which are rightly considered essential to
an advanced education. Under these circumstances
the Committee feel bound continually to prompt the
teachers to do everything in their power to simplify
these difficult lessons, and to make the repulsive ones
attractive. It is admitted that the school is intended
not only for a few geniuses and easy scholars, but for
the cultivation of the ordinary intellectual faculties in
the mass of common pupils of average abilities. There
are a few very brilliant scholars in the school, and about
as few very dull ones. The larger number of them
reach a standard that requires considerable industry on
their part, and a good degree of patience and assiduity
on the part of their teachers. Where there is a natural
fondness and aptitude for study, and a cheerful applica-
tion during the hours assigned for it, study will not
impair the health. But where the mental power is
small or sluggish and the nerves are worried by fretful
effort, the health is injured by the necessary labor, and
the labor is apt to be vain.
Parents are apt to form their opinions upon the utility
of the course of study pursued in this school, as well as
upon the skill and fidelity with which it is conducted,
from the interest felt in it and the success attained in
it by their own children. Unless such allowances as a
fair- minded person will always be prepared to yield are
made on this score, unreasonable complaints will some-
times be heard. When a pupil is backward, and finds
it impossible to keep up with the studies of the class,
justice to the other pupils requires that the deficient
one should be put into a lower division of the school.
And again, parents must be willing so far to concede
their natural partialities for their own children as to
admit in some cases a lack of the capacity for receiving
or of being much benefitted by many of the branches of
study pursued in the school. If our citizens will on
occasions of peculiar interest to one or another of them
personally, recall these suggestions, they may think bet-
ter of the school than they otherwise would.
We have continued the course which a year's expe-
rience has proved to be most agreeable and profitable
for all concerned, of having only a single daily session.
The repairs upon the building during the summer
vacation, the renewal of the fresco work upon the
walls and ceilings, and the change of desks and seats,
have resulted in rendering the school-rooms very attrac-
tive, and have been regarded by the scholars with grat-
itude as an appreciation of the public generosity spent
for their good.
As appears by the Semi- Annual Keport of the Prin-
cipal, the school is very fully attended, and the two
rooms appropriated to desks are occupied by as many
as they will comfortably accommodate. In conformity
with the vote of this Board granting liberty to the Sub-
Committee to employ another temporary assistant teach-
er, if the necessities of the school should seem to them
to require it, an engagement has been made first with
Miss Pelgrom, and now with Miss Griffin, to serve us
in that capacity. We are highly pleased with her
method of discharging the duties assigned to her.
We regret that our much esteemed assistant teacher,
Miss Reed, has found her health so impaired as to make
it necessary to devolve her labors for the present upon
a substitute. Miss Whitney is now filling her place.
Our other teachers, Messrs. Gay and Stetson, and
Mrs. Bates, steadily approve themselves to the Com-
mittee, and, we may add, to the scholars and to their
parents, as able, faithful and successful instructors,
and as wise and kind disciplinarians.
It gives us pleasure to add that several of the mem-
bers of the last graduated class resort to the school daily
to receive advanced instruction, there kindly offered to
them, in French and Italian, and in general literature.
EXAMINATIONS AND EXHIBITIONS.
None of our Schools have ever had recourse to or
made a trial of the experiments by which the pupils in
so many public and private seminaries have been stim-
ulated to emulation, by the offer of prizes. It is not
within our knowledge that our predecessors in this
Board ever proposed to institute prizes from our public
funds ; nor has any citizen or friend of our schools ever
bestowed a gift for such a purpose. We are not called
upon to pronounce an opinion here on the good or bad
influences wrought upon the pupils of a school by the
stimulation of prizes. While we should be obliged to
say, in general terms, that our own judgment would lead
us to disapprove of that method of exciting the spirit of
emulation, we can also conceive of ways in which any
friend of our schools might contrive an ingenious plan
for quickening some pupils to interest or diligence, by
providing for something which should reward the indus-
trious and not dishearten the dall. But as the case
stands with us, our schools depend wholly for the ex-
citements which they furnish upon the objects to which
they are devoted. The semi-annual Examinations sub-
ject their condition and the proficiency of the schol-
ars to the notice of the Sab -Committees, and the
annual Exhibitions afford to the parents and the citi-
zens generally some means for estimating the work
It is intended that the Examinations shall be con-
ducted with thoroughness and strict impartiality. The
scholars and the teachers have them in view during
each half year, and know what is expected from them.
The condition of each of the Primary Schools is in this
way enquired into by a single member of the Commit-
tee. He begins with the class of the little ones who
are mastering the symbolic mysteries of the language in
the shapes and sounds of the letters ; and he has occa-
sion to respect the patient qualities exhibited by every
well-qualified teacher in thus opening and smoothing
the way to the repositories of all wisdom. Following
up the process which the teacher has been pursuing,
the Committee man listens next to the classes that can
put letters together into one or two syllables, or more,
and can spell and read, and rehearse the multiplication
table — backwards, forwards, lengthwise, breadthwise
and crosswise. Ttj-e glory of this Primary examination
is tlie loud utterance and explanation of the " Abbrevi-
ations," viz. the cabalistic capital letters, the truncated
Latin syllables, italicised characters, and marks of
punctuation, the mastery of ^Yhich qualifies the boy or
girl of eight years to take the first degree in the humane
arts, and to be sent up to the Grammar Schools.
The Examinations of the Grammar Schools are con-
ducted by a Sub- Committee of three members. The
engagements of these officials will not always allow
them all to be present in one room to listen to the exer-
cises of all the divisions and classes in course. They
generally have to divide their labors and to compare
The Examination of the High School is conducted by a
Sub- Committee of four members. The courses of study
pursued here make that service more laborious, while it
is naturally more interesting to a mature minrl. We
believe that a healthy stimulus is afforded to pupils of
every grade in the expectation of and the preparation
for these half-yearly trials of their proficiency. Proba-
bly they involve as much of the principle of emulation
as is free from all theoretical and practical objections.
The Exhibitions to which each and all of our schools
invite parents and the Committee once a year, require
much extra labor from the teachers. A considerable
outlay of time and much of exciting interest are spent
upon them by the scholars. We know that they afford
much gratification, and we hope they are profitable to
those who take part in them. Many of our citizens
look forward to these occasions as means of much plea-
sure to them. These occasions are in fact the only
opportunities open to the general body of those who
support our schools for acquainting themselves with
their objects and results.
The Committee will venture to suggest, that among
the various uses for which a more spacious and conve-
nient public hall is needed, in this city, not the least
pressing sense of this want is felt on occasions of inter-
est to our Schools. On all these occasions the crowd is
uncomfortable, and multitudes who obtain entrance com-
plain almost as sharply as do those who are excluded.
RELATION BETWEEN THE GRAMMAR AND
When the High School was established in this city,
the fear was expressed by some persons that it might
have an injurious effect upon the Grammar Schools.
The fear was a vague one in the minds of most of those
who felt it. When it spoke itself in distinct terms, it
conveyed an apprehension, either that the course of stu-
dies pursued, or the grade of instruction offered in the
Grammar Schools might be reduced, that some of the
most important branches of common education might
be committed wholly to the High School, or that the
sterling democratic institutions where all may enjoy
equal privileges, might be subordinated to an institu-
tion for the favored few. It would be unnecessary to
deal with these apprehensions now, for the event has
shown they have proved wholly groundless.
The only reduction made from the studies fornierly
pursued in the Grammar Schools, which has followed
upon the establishment of the High School, is that of a
branch vaguely called "Philosophy," — being those de-
partments of the great science which relate to Nature
and Mechanics. We believe we speak the conviction
of most Committees who have listened to the attempts
at recitation in this study in Grammar Schools by
young pupils, when we say, that they were for the
most part utter failures. That study requires more
maturity of mind in scholars, and can be pursued to
advantage only with the help of an illustrative appara-
tus. These two conditions are combined for the scholars
of the High School, and all who are qualified to im-
prove the opportunities there enjoyed have the freest
possible access to a good apparatus.
We believe that so far from having had any prejudi-
cial effect on the Grammar Schools, the High School
has been of very great service and has accomplished a
great good in reference to the institutions which are
now regarded as preparatory to it. Heretofore the
course pursued in the Grammar Schools closed when
the scholars had gone through the classes without any
test, other than the general examination and exhibi-
tion, being applied to them as they were about to be
dismissed. Now, the large majority of these scholars
are subjected to what many regard as a very severe
and searching test of their attainments as they offer
themselves as candidates for admission to the High
School. Their teachers also are tested.
As there appears at times to be some misunderstand-
ing among a portion of the parents of these candidates,
we may here say a few words in explanation of the
method by which this test is applied. In the spring,
at the close of the fall and winter term, the members of
the first classes in all the Grammar Schools who seek
admission to the High School are notified to come to-
gether with pen, ink, slate and pencil, but without
books, and when they are assembled, cards with a num-
ber printed on each are promiscuously distributed among
them. Four sets of papers have been previously pre-
pared by the Sub- Committee on the High School, con-
taining, respectively, each ten printed questions, or
classes of questions, in Arithmetic, Geography, History,
and Grammar. The contents of these papers are care-
fully guarded by seals from the observation of any one
when they come from the printing office. The ques-
tions upon them are prepared from the very books and
from the very studies and lessons in which the candi-
dates have been drilled for at least four years. They
may seem too difficult to some parents or friends who
have ceased to be learners in technical or abstract ways,
or from school books. But when it is remembered that
the scholars are or ought to be all fresh and flourishing
in these matters, sympathy with their task can hardly
urge that they are severely dealt by. One of these
papers, with spaces left for writing the answers — an
incidental test of the skill of the scholars in spelling,
writing and punctuation — is put into the hands of each
pupil, an hour and a half being allowed for answering
the ten questions, no help or communication being per-
mitted. The papers are inscribed by each boy or girl
with the number on the card given to each of them, and
they are instructed to keep that number privately, to be
produced when called for. After recess another set of
papers is distributed, and so on till the process is com-
pleted. Each set of papers is carefully gathered up
and laid aside ; the four corresponding ones belonging
to each pupil, by number, are brought together ; they
are then subjected to the examination of the Sub-
Committee, and the result is set down by crediting and
charging the correct or incorrect answers on each set of
papers to the number borne by each. At a meeting of
the whole School Board a statement is made of the
number of new scholars for whom there are vacant desks
in the High School rooms, and then a standard is fixed
requiring so many correct answers to the questions as
will admit enough new candidates for existing accommo-
dations. The successful numbers are then announced in
presence of those who produce the corresponding cards,
and the Committee for the first time have opportunity
to know personally and by name those whose written
answers they have been examining.
It may be that some improved method may be sug-
gested for conducting this examination. If a more easy
and simple one can be found it would be a great relief
to the Committee. If a less nervous and exciting one
can be found, it might be more satisfactory with timid
and bewildered scholars. But we can conceive of noth-
ing better saited than some such test as this for fairly
settling the relations between the Grammar and the High
Schools, and for making them mutually serviceable.
ENLARGEMENT OF THE SCELOOL COM-
The Committee regard with favor the measure pro-
vided for by a Statute of the Commonwealth, ratified by
the acceptance of the City C ouncil, and just acted upoii
in our late Municipal election by which eighteen instead
of twelve members are made to constitute the School
Board. If this measure could be regarded by any persons
as one of doubtful expediency, it would be only in its
bearings upon the discussions and the business transac-
tions at the meetings of the Board. It might be argued
that the number of which it Avas previously composed
was large enough to plan and execute all the v/ork done
in the Committee room ; such as preparing an estimate
of the expense of supporting the schools and regulating
their discipline, electing the teachers, choosing the text-
books, and criticising the semi-annual Reports, &c.
Any excess of numbers in a deliberative Board beyond
the moderate limit of convenience and necessity is gen-
erally found to be wasteful of time in the despatch of
business, and unfavorable to harmony, unanimity or
consistency in the work planned or done.
The Committee themselves would be likely to accord
in this view as an objection to the enlargement of the
Board if they felt that all the most important and labo-
rious part of their work is that which is done when they
meet together in their own room. A small and com-
pact body is for many purposes preferable to a large
one in the transaction of suclr business as comes before
our meetings. Additional members often multiply dif-
ferences of judgment without increasing the wisdom of
the decisions reached. The records of the Board will
show that many important measures were carried by
the vote of a bare majority of a quorum of the dozen
members heretofore comprising it. We do not appre-
hend, however, that any inconvenience or impediment
will really be found to attend upon the enlargement of
the Board, in connection with the discussions and the
business of its meetings. But these meetings are by
no means the most exacting part of the functions of the
School Committee. The constant oversight of the
schools, and their two annual examinations, require a
great deal of time and attention. These tasks are
necessarily parted out to Sub- Committees, -and from the
smallness of these Sub -Committees, the work assigned
to each of them is virtually put upon the Chairman of
each of them. Those whom the city has entrusted with
the care of schools serve wholly without remuneration,
and generally have to snatch the needful time from
their own business or leisure. As we have said in
another connection, we believe that the efficiency of our
schools, the fidelity and energy of the teachers, and the
interest of the pupils, are all greatly increased by a
careful and constant oversight. It is desirable, there-
fore, to make this oversight more close and intimate,
and at the same time to relieve the burden which it casts
upon gentlemen who can give to it only a limited
amount of time. We think that the addition made to
the number of the School Committee will be found a
great relief. It comes very opportunely just as a new
and very large edifice, which at this time of writing,
bids fair to be thronged with scholars, has been added
to our schools. We have now twenty-seven Primary,
seven Grammar Schools, a High School, and an Inter-
mediate School. The districts have been re-arranged.
There is a constant change going on among the inhabi-
tants, bringing new applicants for the privileges of the
schools ; the Committee have many calls to answer at
their dwellings, with many interruptions of visitors.
We have felt the need of more associates, among whom
to divide our labors, and we are therefore gratified at
knowing that those who are next year to administer
the great trust we have held, are to be more in num-
ber for mutual counsel and help. We commit to them
our charge, reminding them that ours is a service in
which it is no reflection on us if our successors do bet-
ter than we have done, while it will be a reflection on
them if they do not.
By order of the Committee.
TIMOTHY T. SAWYER, President.
Charlestown, Dec. 20, 1857.
GEO. B. NEAL, TREASUREK, IN ACCOUNT WITH
TRUSTEES OF CHARLESTOWN FREE SCHOOLS.
1857. Jan. 1. To Balance from former account, 155 85
" 16. Interest, 6 m. on $5000 note, 150 00 305 85
April 14. Cash of City Treasurer, for
sundry disbursements, 8 00
May 13. Interest 1 yr. on $600 note, 36 00
June 27. Cash of B. F. S. Griffin, 10 00
Nov. 28. Interest, 6 m. on $5000 note, 150 00 204 00
1857. April 30, By paid E. S. Ritchie balance of
bill for apparatus, &c.
for High School, 44 25
July 20. Smith, Knight & Tappan's
bill for Diplomas, plate,
&c., 73 20
Dec, 20. Hallett & Cumston for rent of
Piano for High School, 25 75 143 20
" SO. Balance carried forward, 366 65
GEO. B. NEAL, Treasurer.
Charlestown, Dec. 30, 1857.
In School Committee. On motion of Mr. Warren, it was Voted,
That this account be printed with the School Report,
Attest: A. J. LOCKE, Secretary.
December 31, 1857.
PRESCOTT SCHOOL HOUSE.
At a meeting of the School Committee, 17th of December, 1857,
Voted, That an account of the proceedings at the dedication of
the Prescott School House, with the Addresses of the Mayor and
Rev. Mr. Ellis, be printed with the Annual Report.
The dedication took place on Tuesday afternoon, December 15th.
A large number of citizens were present, and the occasion was one of
much interest. It was honored with the presence of William H.
Prescott, the historian ; the Secretary of the Board of Education,
Hon. George S. Boutwell ; and His Honor Mayor Rice, of Boston.
The exercises consisted of a Prayer by Rev. J. B. Miles, Singing by
a choir of children from the Warren School, Addresses by the Mayor,
Rev. G. E. Ellis, Hon. G. S. Boutwell, and Hon. R. Frothing-
ham, Jr., and a Benediction by Rev. A. G. Laurie.
ADDRESS OE MAYOR SAWYER,
We have invited you here, ladies and gentlemen,
to examine an edifice which has been erected by the
city for a Grrammar School House, and as Chairman of
the building committee, I shall make a brief statement
of what has taken place since it was determined that
the necessity for further school accommodation existed,
and then ask you to assist in the dedication of the
building, and witness its delivery to the School
The growth and prosperity of our city is fairly told
by the records of our schools — our community being
such that few children attend private schools. The in-
terest in public schools is general, and the determina-
tion that they shall be good is unmistakable. Our
population is a stable one. Our citizens are order-
loving and thoughtful ; and every new project, to re-
ceive their encouragement and support, must be reason-
able and practicable. One of the peculiarities of our
people — which in this age of the world we may proud-
ly point to — -is their freedom from undue elation or de-
pression ; their steady demand for things honest and
appropriate — for substance instead of show.
Fally impressed with the belief that such was the true
character of those who were to pay for, and use it, the
City Council planned and have erected a building which
they believe to be in keeping with that character, a
plain, substantial, convenient school-house, where the
children can be assembled, in which they can be com-
fortable and secure, and about which shall be the cer-
tain evidences of thoroughness and usefulness — two of
the most important lessons of life. We hope we have
succeeded in the accomplishment of our aim, and that
your inspection of what has been done, may result in
the approval of our labors.
The building is for the accommodation of a Grammar
School. Not a college, not a hall of art or amusement,
but a place where a foundation can be laid for things
useful, ornamental and agreeable ; where care of the
character and of the intellect of our children shall be
the grand aim ; the security of valuable institutions
and the reahzation of cherished hopes, the undoubted
It is a common custom to give to public buildings
names which shall express some idea of goodness, of
usefulness, or of honor, or which shall connect the
memory of some good or great man, or thing, with the
edifice, and keep fresh in the mind the lesson which the
name may convey. To this building we have attached
the name of "Prescott." Ifc will be suggestive of
manliness, of faithfulness, and of learning. It has
character and accomplishment to recommend it ; tried
merit, rather than ephemeral greatness, for the basis
on which it rests ; and we have confidently adopted it
for its appropriateness and value. We are on the soil
of Bunker Hill, and we are in the presence of one of
Massachusetts' noblest sons; and if we may appropriate
the influence of both, and there is any value in a
name, we can commit no error in adopting that of
In their report of Dec, 1853, the School Commit-
tee say of the Warren and Winthrop Schools, that
they are " overrun with scholars," and in the appro-
priation bill for 1854, the Finance Committee reported
an item of $2500, for the enlargement of the Win-
throp School-House. This sum was granted by the
City Council, and placed at the disposal of the School
Committee, but, for good reasons, no doubt, nothing
was done about it, and at the end of the year, the
amount was transferred to another appropriation. In
1855, the sum of $3000 was appropriated by the City
Council for the same purpose ; but after an examina-
tion of the building, and a careful consideration of the
condition of all the Grammar Schools, and the increas-
ing population of the city, the School Committee and
the Committee of the City Council were agreed in the
opinion that the enlargement of that building would
not meet the demand for room, and that a new School
House should be built. A Sub- Committee of the
School Board was appointed to obtain the requisite in-
formation, to determine in what part of the city the
building should be located ; and in May, 1856, they re-
ported that they had decided upon a location between
Trenton street and Jefferson Avenue, and that a lot of
land could be obtained for the purpose ; and on the
20th of May, by authority of the Board, the Committee
petitioned the City Council to purchase the lot, and
appropriate the sum of f 25,000 to pay for it and
build the School House. The Committee had previous-
ly examined the lot on which this building stands,
which belonged to the city ; but on account of the dif-
ficulty of access, which they supposed could not be
remedied, except at great expense, they had concluded
that the other lot would answer a better purpose. The
petition from the School Committee was referred by the
City Council to the Committee on Public Property, and
on the 30th of June, they reported that a suitable pas-
sage-way could be obtained to the city land, and they
recommended the adoption of an order authorizing its
purchase, and appropriating so much of the lot of land
as would be necessary for the purpose of building a
grammar school house. The order passed the Council
by an unanimous vote, and a committee was appointed
to confer with the School Committee to make the ne-
cessary examinations and inquiries, and to procure a
plan for a building such as the character of the city and
its increasing population seemed to require should be
In pursuance of this order, the committees examined
several of the most recently constructed grammar
school houses in the vicinity, and unanimously prefer-
ring the Dwight school house, in the city of Boston —
convenience, ecomomy, and stability, being the points to
be gained — they gave directions for a plan to be drawn
as nearly like that as could be done with due regard to
the dimensions of the lot on which the building was to be
placed ; and on the 16th of March, 1857, the plan was
reported to the City Council, by it adopted, and an order
passed, which by its liberality, indicates both interest in
our schools and great confidence in the committee en-
trusted with carrying it out.
The plan of the building was drawn by Mr. Towle,
a well known architect of Boston, who has inspected
the work as it progressed, and who reports it con-
formable to the specifications.
On the 4th of April last, the proposals for the build-
ing were opened by the Committee, and the successful
parties were found to be for the mason- work, Mr, W.
W. Bray ; for the frame and finish, Mr. Amos Brown.
Contracts were at once drawn up and signed, and on
the 22d of April, — unfavorable weather having caused
some delay, — the excavation was commenced. On the
6th of June the corner-stone was laid, and from that
time the work steadily progressed to completion. Of
the contractors, the Committee feel bound by a sense
of duty, as well as by the real pleasure it will afford
them, to make the following notice. Mr. Bray was a
stranger to them, and his application for the plans, and
an opportunity to bid for the contract, was received but
one day before the decision was to be made. He was
successful, and he commenced his work. The first load
of granite dropped upon the ground, seemed to indicate
the character of the mechanic. The foundation of the
building was laid, approved by the Committee, and
highly praised by experienced parties who examined
it ; and quietly and systematically from the first to the
last, with uniform courtesy and frankness to the Com-
mittee, did his work progress, until the requirements of
his contract were fully complied with, and his reputation
as a skilful artisan, and an honorable man, was most
Mr. Brown has been long a resident of the city, and
is too well known to be benefitted by a word of com-
mendation. His work has all been accepted by the
Committee, and it will tell its own story to those who
choose to examine it.
The furniture is from the manufactory of Mr. Joseph
L. Ross, and it is believed to be of the most approved
pattern and finish.
The cost of the building, with the lot of land,
13,500 feet, the passage-way purchased at $500, and
the furniture, will not vary much from $36,500.
In the progress of the work, uniform good feeling
seems to have existed among all the parties engaged in
it ; and so fir as the Committee have been able to
judge, tlie work itself has been marked by unusual
success. Connected with it, however, we have a sad
record to make — a record which will remind us of the
uncertainty of human life, and the value of human
On the 18th of August, Joseph Pedrick, Jr., a
carpenter, employed by Mr. Brown, a young man 19
years old, — upright, amiable, and intelligent, the hope
of his relatives, and the pride of his associates, — by a
misstep and a fall from the second story to the cellar
floor, was instantly killed. And on the 8th of November,
Thomas Hodgdon, a painter, by the breaking of an
iron hook which held one end of the stage on which he
was standing, on the outside of the building, was
thrown with such force to the pavement below, as to
cause his immediate death. Mysterious dispensations !
How they startle us into thoughtfulness, and touch our
hearts with the tenderest sympathy !
The building is finished ; its plan, its proportion, its
workmanship, seem to be very good ; and to its proper
use let us now dedicate it ; to the development of the
human intellect and the good emotions of the human
heart ; to honesty and truth, the foundation, and in-
telligence and taste, the finish of sound character ; to
culture — culture of the intellect, and culture of the
affections ; — to remembrance of the Fathers, the
thoughtful founders of the common school system ; —
to the honor of God and the good of mankind, let
us dedicate all our public buildings, and when we send
our children to this school, and entrust them to teachers
selected to conduct the affairs of this house which we
have erected for their advantage, let us show our own
faithfulness to the idea which we have now advanced,
in the strictness of our charge that no lower considera-
tion shall influence their example or instruction.
And now, gentlemen of the School Committee, in
behalf of the Building Committee, whose labors are at
an end, and in compliance with an order of the City
Council, I turn this building over to you, that you may
carry out the purposes for which it has been erected.
Take it, and appropriate it to the real advantage of the
children whose guardians, in the important matter of
education, for the time being, you are. Take it, and
with it the great responsibility which its charge will im-
pose upon you. Ours has been the duty of preparing a
place for the education of children : yours is the
higher duty of providing the education itself — an
education that will fit them to perform justly, skilfully,
and magnanimously, all their duties as citizens ; which
will determine their characters and their destiny. I
have heard of an old Roman superstition, that the
prayer of the first person who should appear at the
shrine of the god to whom any Temple was to be
dedicated, would be surely granted. It so happens
that the duty of saying the first official word, at this
dedication, devolves upon me, and not superstitious-
ly, I trust, but with a confidence equal to those of old,
I earnestly pray to the God of Learning and Love, to
whom we dedicate this building, that it may be a
place where discerning and faithful teachers may, for
years to come, be successful in moulding and de-
veloping the character and the intellect of the children
who may occupy it ; and from whence may continually
flow, an influence of good upon our community.
RESPONSE OE REV. DR. ELLIS.
Mr. Mayor: —
In the name and in behalf of the School Committee,
I accept at your hands the charge of this edifice, and
promise in their name, as I think I may safely do, to
dedicate it to those uses of which you have spoken in
such befitting words. The strong and earnest terms in
which you have expressed yourself on this occasion,
as well as all the words which I have heard from you
in your ofi&cial capacity as head of this body, testify
how faithful and worthy a guardian these our noble
institutions have found in you, one of their pupils, and,
I will venture to say, one of their best and most
As by your own positive determination. Sir, in
opposition to the earnest wish of your fellow citizens,
you have insisted that you will no longer be our
Mayor, nor as such, the head of our School Board,
allow me here, in the name of these my colleagues, to
express the sincere and hearty confidence which you
have won from us in that relation. Your own presidency
over it. Sir, always courteous, impartial and admirably
patient, when its members have been most impatient,
has certainly aided the dispatch of business, and has
left its mark on the business itself. For one, therefore,
I must express my high gratification, that the term of
your official headship of these schools is connected with
the building and completion of this grand edifice, and
that it has fallen to you, to speak so fittingly the words
of its Inauguration. May the sight of it. Sir, the good
uses of it, the good fruits of it, be to you, so long as
you live, the symbol for pleasant memories and sure
hopes ! May you always find pleasure in looking at it,
and in recalling the thought of that part in it, which
belongs to you !
You have referred. Sir, to the name under which
this school edifice is henceforward to be known among
us — the honored name of " Prescott : " — nor have
you one whit exaggerated the importance of a name
for such a thing as a school. A name that is to be so
often spoken, and in so many moods of mind and feel-
ing, by hundreds in each rising generation ; that is to
be made so familiar in fireside tasks and talks, by
highways and in public documents, may well claim to
be selected with pains, and to be bestowed only for the
best of reasons.
Happily for me, this very suggestion about names
leads my thoughts in a direction from which I catch
hints that shall help me to turn this perfunctory service
of mine into a labor of love. The names — the honored
and revered names — my fellow citizens, which are
attached to our school edifices, would give me the bone
and sinew, and I might even say, the spirit, of a strong
discourse upon this occasion, if I had the skill to
clothe them with the imagery of fitting words. To
the pupils of our schools who will stop to think and
be patient to inquire, there will start up a charm, a
romance, an inspiration, in the names which they
bear, and a spell of power will go forth from
them. Though we are the smallest in territory,
we are favored above all the municipalities of the
Commonwealth in this respect. By a singularly felici-
tous selection and succession of these names, our school
edifices open all our history to the scholars, and
commemorate with an honor that may be coveted, our
men of pure fame, and signal events which we love to
hold in cherished remembrance. Observe, Sir, what
an epitome of that history, — catching its gleaming
points and perpetuating its providential oversight
through the lives of great and good men, — may be
found in these familiar names ! Wintiirop and
Harvard are the pride of our colonial annals; Bunker
Hill and Warren the symbols to us of noble patriot-
ism, when the B evolution turned iis from a little colony
into a noble State ; and Prescott gathers up the
high honors for good services in that struggle, and
passes them over to this, our peaceful age of literature,
enhanced in fame and power by the living historian
who bears the name. I would say to the teachers of
our public schools, that a good part of their work, at
least in interesting their pupils in our history, is done
for them, if they will skilfully improve the quickening
power of the titles borne by the buildings within whose
walls they fulfil their hard but generous duties.
We commemorate first of all the ever-honored John
WiNTHROP, first Grovernor of Massachusetts, whose first
dwelling, a poor and rude hut, was on the soil of this
peninsula. Winthrop ! — a name that his own con-
temporaries always spoke with reverent affection ; a
name that has never been sullied by descendant,
whether in State or Church, in politics, in social or
business affairs. Well may that name be honored !
I know not one in all our annals more worthy of love
and respect. That first Governor was the directing
mind, he was the wise and prudent guardian, he was
the most valuable instrument of our colonial enterprise.
He staked more than any other ; he staked all that he
had and all of himself, body and goods, heart and soul,
in it, — a most pure, devout, and faithful man, giving
through his life new charms and demonstrations to
virtue. In his character, there was an amazing sim-
plicity and ingenuousness. Some of the most winning
traits of childhood passed into and adorned his beau-
tiful manhood of lofty integrity. He had the firmness
of the soldier, the charity, the meekness, the piety
of the true christian.
We commemorate next, blessed John PIarvard —
the founder of the College. And every city in this.
State ought to have a school — I had almost said, ought
to have a church — bearing that revered name ; for the
whole personal history of that good man, — the
first saint in our calendar, — is a blank to us, saving
only his good deed. He comes out of the shadows of
the past like another Melchisedek, — "without father,
without mother, without descent," without pedigree,
without posterity, — unknown in birth-place and in
burial place, and so without any "beginning of days."
Yet we do know the " end of his life," because, when
the grain of wheat fell into the ground, it bore much
fruit ; and we know, too, that Harvard, like Melchis-
edek, was a " priest of the most high God," — a true
King of Salem, City of Peace. But all his history is
vague to us ; and not the least wonderful fact is, that
a Puritan minister should have had so much money to
give ! Our most diligent antiquarian, Hon. James
Savage — who has already found out a great many
things which Time had forgotten, — has said that he
would cover with gold coins heaped up, every letter
and line that would tell us anything about John
Harvard. He even crossed the ocean to search for
memorials of that good man ; but he found only on the
books of Emanuel College, in Old Cambridge, the dates
of Harvard's matriculation and of his subscriptions for
the two degrees of Arts, in 1631 and 1635. An entry
in an almanac, made by one of our ministers, his con-
temporary, has happened to record his death, in seventh
month, 14th day, 1638. An entry in our Court Records,
in the State House, tells us that he became a freeman
only ten months before his death, — and that is all.
That the good man preached for a season in Charles -
town church, of which he and his wife became members
in 1637 ; that he had here a house and land, and was
one of a committee in the matter of colony laws ; that
he died here of consumption, doubtless in the flower of
his youth ; that he was buried somewhere beneath our
soil,— these are all the other scanty memorials of Jiini
who, time and circumstances considered, made the
largest and the most useful bequest ever bestowed, even
in this region of splendid and munificent charities. He
has a monument in our old burial-ground, but the date
of his death on that marble slab is erroneous ; and it
is probable that his remains rest beneath the old Town
Hill, or are trampled over by the busy feet that course our
City Square. He has a more congenial monument in
the school which bears his name. There may children
to the latest generation learn the elements of that
wisdom and piety, whose fruits are growing around his
unknown grave !
And again, in the next school house, we commemo-
rate, I might almost say, our own citizens, — though
we do it for the Fathers' sake, — in giving the name of
Bunker Hill to one of our school edifices. Mr. Mayor,
I do not wish to add another line or epithet to that
often turgid and overwrought rhetoric which has worried
the memory of that hill. The world will tire of it,
if we crowd it with a surfeit even of patriotism. We
have cut down the hill, but we have spread the soil
from its summit and brow over the surface of our whole
territory, until we are all Bunker Hill. (Laughter.)
This edifice stands as a sort of peaceful mediator be-
tween the two hills — the real and the usurping one —
on the former of which was the great fight, while on
the latter were the lookers-on. Indeed, Sir, the famous
rail fence, that serviceable barrier of " split-stuff and
new hay," could not have been fiir from where we are
now. But let these storied summits, my young friends
and older ones, echo less of the boasts and parade, and
more of the substance of true patriotism. Our freeborn
boys are here to be taught to obey, to learn the laws of
order, and receive the culture of Christian Scholarship,
the discipline of virtuous self-control, and so to become
citizens worthy of their sires and of their soil.
I have just said that the site of this edifice makes it a
sort of mediator between two rival summits, whose fame
has been a little blended and confounded. The name
given to this edifice will help, at least, to rectify an
error which had been creeping into the popular rehear-
sals of our great battle. We have a school edifice
which bears the honored and cherished name of War-
ren, a volunteer in the fight on that hill, and its most
distinguished and lamented martyr. Patriotism is
generous, free, outspoken, and grudges no honors to
those whom it enshrines. Patriotism intends also to
be just — just. The splendid qualities and whole-
hearted devotion of Warren secured to him his tribute
of glory when he fell ; the zealous care for his memory
and honor felt by his nephew, the late Dr. WarreNj
has renewed, almost annually, the laurels on his name
and monument. Warren's statue now crowns the hill
where he fell ; and if there should be any statue there,
it surely ought to be his. He, too, has a school for his
memory, and has left noble lessons for its pupils.
And now, for the first time, we have a school edifice
bearing the name of the commander of the American
forces in the great battle. It was Col. Prescott,
of Pepperell, to whom the General of the New
England army, then encamped at Cambridge, gave
the order to lead a body of soldiers to Charlestown,
and entrench and defend its summits. The order
was faithfully obeyed — as far as circumstances would
admit. Col. Prescott was the hero of that day.
He was a yeoman of our own soil, and had done
and seen service before, and did and saw service after-
wards. We honor him this day for his manly qualities,
and for his patriot services. From him. his name
passed to his son, the late Judge William Prescott,
of Boston — a lawyer of distinguished ability ; one of
the wisest of councillors ; a man of rare modesty, of
most winning and gracious old-school manners, of the
noblest Christian integrity; His image, stamped deeply
on my memory in youth, rises before me as he walked
the streets, as he sat gravely in his place at church,
and as he brightened and beautified his happy dwelling.
And as girls as well as boys are to be pupils of this
" Prescott" School, I may yield to the impulse which
prompts me to a word of respectful commemoration of
that Christian woman, the other head of Judge Prescott's
dwellingj-— a woman who filled out our ideal of all that
is lovely and engaging in the female character, — useful,
meek and saintly ; who to extreme old age was young
in heart and in the heart's joys, and whose family cares
began first in her own household, and then extended,
over half a century, to the daily oversight of a large
asylum of poor orphan girls. Who that remembers her
venerable form, as, almost to the day of her death, she
went on her blessed errand, does not respect her ?
Charlestown might have found sufficient reason for
attaching the name of "Prescott" to one of its
schools, in honor of those who had borne it, even if
there was not one among the living to add to its honors.
Without intending any mathematical apportionment of
our designed compliment to the men of three genera-
tions, we do propose, in the bestowment of this title,
to render respectful tribute to Mr. Prescott, the
historian. He certainly is not one of those who lacks
honor in his own country and age, among the enviable
honors he has received from abroad. As individuals
and as a community, we feel proud of his fame, and
grateful for the wisdom, the refined pleasure, and the
precious instruction, he has afforded us by his pen.
Your presence, honored sir, (turning to Wm. II. Pres-
COTT, Esq., who sat upon the platform,) forbids me to
say more. It requires that I be considerate in the
language of encomium, lest it should pass into that
wasteful overflow of praise which is flattery. If you
were not here, I should say more. I must also respect
the contract on which you came, — that the reserve
which, in spite of your busy skill with your pen, has
kept your lips closed upon all public occasions, shall
not be rudely broken in upon here by the necessity of
a speech. Your presence in silence is a speech to us.
I know you will not esteem it among the least of
the encomiums lavished upon you by royal courts, elect
acadamies, and the great Republic of Letters, that a
school in which thousands are to be trained in wisdom
bears your name, and that of your father, mother, and
Mr. Prescott. — " There is no greater honor."
The interests of education engage more and more,
from year to year, the intelligent zeal of our com-
munities. Gratitude for the sacrifices made by our
fathers when they first legislated so exactingly for
common schools in a yet unsubdued wilderness, com-
pels us always to refer back to them, and to give them
the high praise of good beginnings. But improvement
upon their methods and their works has been the no less
exacting duty of every generation between them and
ourselves. We feel the need of improvement still, in
the purposes and methods of education. Indeed, we
could have no better evidence of the general admission
of deficiency and inefficiency as compared with our
standard, than the fact that the wisest minds and most
generous hearts among us are engaged upon inquiries
and plans for the advancing of this great work. Our
community seems sometimes to resolve itself into a
committee of the whole on education. We have many
excellent journals, conducted with ability, and wholly
devoted to that cause. Lectures, conventions, prize
essays, debates. County and State Institutes, present
its interests in every form. Every professional man,
however high his range, loves to be a helper in this
cause, nor feels that he has to go down below his mark
to engage in it. Scholars of finished literary taste,
lawyers and statesmen, are glad if they can win the
coveted honor of preparing good school-books. I think
it would rejoice the hearts of the Fathers, if they
could come back here now, and see that one of our
guests who, having filled with true fidelity and dignity
the office of Governor of this whole Commonwealth, is
now the diligent and devoted head of its common school
system, journeying from the Capes to the Mountains to
inquire after the urchins on its benches, and to teach
And now, if it be asked what good will come of all
this inquiry and effort, we answer by pointing to the
good which has come, the full reward of all past
and present zeal in this great cause. If we could get
the oldest living graduate of our schools, one of our
grey heads, like some two or three I see before me, to
stand up and draw the contrast between their experience
of the methods of education in the days of their pupil-
age and our own, we might understand how and where
and to what extent there has been improvement. Pure
air in the school-room (you see the ventilators !) — wise
discipline — simplifie'd text -books in the hands of every
pupil, instead of one old dictionary in the hands of the
master — more oral instruction — better classifications —
valuable illustrative helps — mechanical facilities — these
are some of the more obvious tokens of progress. Far
higher qualifications are required of teachers, and their
labors are rewarded more adequately, and their social
position has risen, so that they rank with the classes of
highest conventional esteem in our community. If we
take the most comprehensive view of what is included
virtually in education, we shall find that more persons
are engaged in this service than in any other single
labor or profession. Even the dancing master feels he
has won a new dignity when he can claim the title of
"Professor" of the art. The distinction between his
science and that of education may be as great as that
between the heels and the head of a human being ; but
we have all of us, my friends, learned too well the fable
of "The Body and its Members" — rather, I should
say, the noble christian lesson into which the Apostle
expanded that fable — to deny the connection between
the heels and the head, or to wish to sever the relation
between innocent and graceful accomplishments and
sterling acquisitions. I rejoice that education does now
take to itself the charge of the whole human being, of
all his parts and members, from the foot up to the head,
not forgetting on its way the heart, nor even the
stomach — while it teaches the hand the cunning skill
of painting and drawing, and trains the voice and ear
to harmony, and magnifies the marvellous lenses in our
foreheads, with the help of other lenses, into quickened
vision, for studying some of the minuter forms or
stupendous marvels of the great and wise God. It
is education which draws out all the gifts of power
which God has bestowed, and furnishes new helps for
the knowledge and obedience of the Divine will.
Education multiplies by refining and strengthening the
faculties of man. It gives a new charm to the par-
poses of human life ; it connects youth with age by a
thread on which are strung the great lessons of every
fleeting hour. Education is the only influence which
will realize the problem of equalizing the sexes, bring
them to the same level of opportunity and divide rightly
between them the functions of society. We never
hear a well-educated woman demand her social rights
— she feels that she has got them. •
But while we gratefully recognize our gains and
progress in this high cause, we would neither conceal
nor underestimate our deficiencies. With each increase
of the burden of taxation, we hear complaints from
some about the expense of our schools. The common
reply — rather an ungracious and contemptuous one, —
which is made to these complainants, or oftener behind
their backs, is, that if they only had had more labor and
money spent on their education, they would not grudge
the outlay for others. This smart reply, which human
nature, I know, is prompt to utter, — not, however,
coming from the best part of that nature, — does not
conciliate the objectors, nor does it really meet their
objections. We may trust the inherent and self- assert-
ing claims of education as far as this, that they will
win the confidence even of those not favored by it, if it
really shows fruits proportioned to its cost, and it ought
to do that. Therefore it is better to regard the
complaints at the burden of these costs as gentle
reminders to us of the defects and short-comings of our
methods, rousing us to new interest, closer watchful-
ness, more patient effort, and wiser measures for making
our schools what they ought to be. The murmurs of
the uneducated ought to engage the zeal of the educated
to take from them the reason and occasion for their
utterance. The race of croakers, I think, never out-
numbers the race of lazy and ease-loving persons, amid
the rich fields that require careful tillage and abound
Two simple and comprehensive aims ought to direct
the cause of Education : First, to make knowledge
more important and more profitable to those who acquire
it easily ; and, secondly, to make knowledge more easy
of acquisition and more attractive to those who are dull
or difi&cult, or distrustful pupils. A ready pupil is a
snare, a dull pupil is a goad, to the conscience of the
teacher. Though the teacher enjoys his service for the
easy pupils and dreads his task for the dull pupils, he
must remember that God mingles in the pleasant part
that he may perform well the task part of all duty.
Let us do all we may, my friends, to honor and to aid
our school teachers, but let them remember that they
And now, Mr. Mayor, we will put this school "in
commission," as is said of the great ships on our waters.
It is to be a receiving vessel, a store vessel, and a dis-
pensing vessel. We have moored it strongly; we
mean that it shall be well officered. May heaven smile
over it, as it guards our " shore station ! "
The attention of the undersigned, members of tHe
SCHOOL COMMITTEE, has been called to an anon-
ymous Handbill, headed " Voters of Char lest own.'"
Considerations higher than those tiiat are personal to
the Teacher alluded to, or to the Committee, in-
duce us to notice it. We believe that the discipline
and general welfare of our Schools arc to a consid-
erable extent involved in the question of sustaining
this teacher. We fear that an atta'ck has been
and is made upon him as the Representative for the *
tiriie being of that healthful authority, without which
our Schools will be lawless artd uncontrolable.
Mr. C. S. Pennell, the teacher alluded lo, gradua-
ted at Waterville College in ISl-O, and was imme-
diately employed in the place of iiis residence,
(Wrentham, Mass,) for about two years, a part of
the time as Principal of Day's Academy, to
the entire acceptance of tlic School Committee,
the Trustees of the Academy, and the pjirents of
the children entrusted to his care. From this place
he was called to the charge of the High School in
Cabotville, \Vhich position he occupied about five,
years. With great credit to himself, and, as his testi-
monials show, to the satisfaction of the School Com-
mittee, and the citizens of this town. There is no
foundation for the assertion made in the handbill
that he " unrflercifuliy whipped a child nt Cabot-
ville." We refer to the following certificates of
Hon. W. B. CALHooNi Secretary of State, ^
and A. W. Stockwell, Esq., the Postmaster at
Cabotville, gentlemen very well known thiougli the
CommonweaUh : ^
I have seen a Handbill addressed " To ihe VatCTs 'of Charles-
^OwTi, " ill which rfllQSKm is made to a 'IVirelitT of n School in lliat
City, who was ftfrmerly employed iti tlie s&me capiicuy a1 Cabffb-
y\\\^, one bf the villages OfSprtngficld. If the VeferMice be lo Mr.
Pemicll, I ^taie Very cheerfully rhat Mr. Piimeli was UiwWn lo tne"
several yeats as a Teacher at SfifingRi'ld, I having been itt the
lime one Of the School Cdminittee of (he Totvn,
Mr. Penrtell was otic of ihfe beit dhU'mosi successful Tenchers
employed at SpVingfield ; nnil "uve eiiiii'e saiisfaction to 'tlie School
Committee. I always regarded liim a'S a rtry faifltful and nccom-
plislied instrucler; artd'thfe CotftmHttie iparted wiih hJni with greaft
regret. W. B. CAi.HOUN.
Boston, Sabbath eve'g» Miifch IQ.JlSiS.
I hive seen the Handbill ref^rYeS 'ro 'by Mr. rBlhoim, and can
say. llint llie slatetnenls therein, Telarive to the Tencher from Cnh-
oui'lle, (if reference IS had to Mr. 'Pennell.) are enlirely wilhout
fomilation or (he sc-ml,lance of tru^h, In.<lead of being svffvrtd in
I'efive Uabolvillc, " as the most charitable way to he rid of him,"
nineteen-iweiilietha of llie whole village were exceedingly sorry lo
part with him The storj about his ■• whipping a boy unmerci-
fully," I rc^»ard as imlroe. His punishments were always regarded
as mild and never excessive.
I concur most heartily in the statements of the Hon. ftlr. Cal-
houn ; and have added the above statements, as 1 am n citizen of
Cabotville, and for a part of the time that .'^Ir. Pennell wae a teach-
er there, 1 was a member of the School Conimiliee (or ibiit Dis-
trict. I never knew 9 jleachcr more tnWii Uld reaMiiable id his
disciplinary measures i^m Mr- Pejinel).
A. W. RTOCKWELL.
Formerly School Com. ol Cabotville.
Boston, March 12, 1848.
Xll.Rs situation, much to the regret of the citizens
of Cabotville. he resigned, to take charge of the
Warrei) Sc)iool in this city, to which office he was
unnni!)[}<>u^ly .ejeptcd in Feb. 184-7.
Tlfe ropt p(' ilip \y|)ole matter of complaint against
Mr. Ppnnell, is a case of discipline, in Sept. last.
That n^i^ttcr >vas fully investigated by the Hoard at
the time, wl|q, after devoting two evenings to it,
passed the foUq^ving resulution as the result: "That
while tills Board regret the necessity for the inflic-
tion of so sicverp a punishment as was administered
to the son of Mr.Wm.Far"e, by the Grammer Mas-
ter of the \Varren School, Sept. 22, the Board fully
sustain the course of the teacher in this case of dis-
cipline, as necessary to the subordination and good
government of that school." In Dec- the subject
was again brought to the attention of the Commit-
tee, and all persons whQ _^wished, were fully heard
by, themselves, and H. D. Austin, Esq., who ap-
peared in their behalf in an open meeting of the
Board. After devoting two whole evenings to the
hearing and the subsequent deliberation, the Com-
mittee, by a vote of eight to three, saw no cause la
change their former conclusion.
The charges against Mr. Pennell, other than
that alluded to in the resolution, are such as all
faithful teachers are exposed to. That was the or-
igin, and is the center around which all the others
cluster ; having theii? foundation, so far as the
Committee were able to learn, in the strangest
fabrications, exaggerated second-hand statements,
and the avowed confidence of parents in the asser-
tions of their children, rather than those of any
teacher, when tl>e two should be in conflict.
The facts in relation to the son of Mr. Farrie, as
they appeared to the Board, are briefly these : He,
with other boys, had been throwing missiles at a
market man in the street, during recess, for which,
each Was to receive five blows with a ratan, on the
open hand ; this hoy, after receiving one or two
blows, refused to hold out !iis hand ; and for this
act of insubordination, Vfter e.xposttilation, a severp
punishment was inflicted upon the filcshy parts of
his back and legs by a ratan.
Mr. Pennell, during the time, by the testimony
of the assistant teacher, being perfectly free from
passion, and stopping five or six times to appeal to
him to submit to authority. The boy did submit,
and received the remainder of the punishment
for the original oflence. Marks were left on the
boy's thighs and legs, but by the father's state-
ment he was not permanently injured. He was
about his play the same and the next day, eat and
slept as well as usual ; and the opinion of a physi-
cian was given, that the injury was merely upon the
fleshy part of the legs, and was temporary.
The Committee, although iliey regretted the ne-
cessity for so severe a punishment, did not see where
the Teacher could have stopped without surrender-
mg all authority. Under these circumstances, the
Committee, consulting the good of this and other
schools, aside from any regard to the interests of
Mr. P., saw no otiier course to pursue than to sus-
tain him in his position. Since then, notwithstand-
ing the influeitcc of a few parents is joined with their
'children ■ag-ainst ttie teacher, good order has been
mamtaiited, ami the school is in a healthful condi-
tion. " In no case has any girt been punished corpo-
really, except on the open hand -, and the cases of
such punishment have been very rai-e,& never severe.
The changes in the Grammar School Districts,
rendered necessary by tl>e erection of new houses,
will bring nearly all the disJiiTected persons into the
Winthrop School District, and thus will be taken
away even tlie argument of expediency for his re-
moval. ^ '
The upholding of Mr. Pennell as an individual,
is of no consequence, though we believe him to be
a good teacher, humane in his discipline and efficient
in his instruction ; but we regard this, to a certain
extent, as a lest question of the maintainance of all
law and all subjection to authority in school and out
of it. We believe there is a fearful responsibility
resting upon parents who instruct their children to
resist the authority of the teacher, to refuse to sub-
mit to punishment and run out of school to avoid it;
in short, who, by their intemperate language and
their own example, encourage rather than check that
restlessness and impatience of control whicii is nat-
ural to children. Tlie evil rests not alone with the
.children who are the subjects of such instruction and
example, but is social, and we fear is increasing.
Kespect for law [and school and parental authority
are the only law to the chiidj is our only safeguard.
We appeal to you, citizens of Charlestown,lo see
lo it that nothing be done to weaken that reverence
for law, that respect for parental authority and the
wholesome restraints of school discipline, which are
essential for those to whom will soon be entrusted
the peace, good order and general welfare of society.
IIENUY K. FROTIllNGltAM,
JOSEPH F. TUFTS,
J. W. BEIttlS. ~ '
N. ¥. CULBERTSOy,
GEO. A. PARKER,
Charlestown, Sunday ev.ening, \
March 12, 184^.' S
TRUSTEES OF THE SCHOOLS.
Henry K. Frothingham, Joseph F. Tufts, N. Y. Culbertson,
Jolm Sanborn, James Miskelly, Edward Thorndike, G-eorge A. Par-
ker, Seth J. Thomas, Greorge Farrar, J. W. Bemis, Thomas Grreen-
James Adams, George A, Parker, Lemuel Gulliver, Henry K>
Frothingham, Seth J. Thomas, George P. Sanger, Joseph F. TuffcS)
Edward Thorndike, Charles W. Moore, James Miskelly, N. Y. Cul-
James AdamSj Henry K. Frothingham, Lemuel Gulliver, Charles
W. Moore, George P. Sanger, Joseph F. Tufts, William Tufts,
Edward Thorndike, N. Y. Culbertson, James Miskelly.
Henry K. Frothingham, George P. Sanger, Henry Lyon, William
Tufts, George Cutler, James G. Fuller, Andrew K, Hunt, C. Soule
Cartee, Charles W. Moore, Isaac W. Blanchard, William Sawyer.
EicHARD Frothingham, Jr., ex officio, President; Eliab P.
Maekintire, Seth J. Thomas, James Adams, William Tufts, James
G. Fuller, William Sawyer, Edward Thorndike, John Sanborn,
Charles W. Moore, Andrew K. Hunt, Charles D. Lincoln, Charles
Richard Frothingham, Jr., ex officio, President ,• James Adams,
Nathan Merrill, William Tufts, Oliver C. Everett, James G. Fuller,
John Sanborn, Edward Thorndike, William Williams, Andrew K.
Hunt, Lemuel Gulliver, George Bradford, Charles D. Lincoln.
KiCHAKD Frothingham, Jr., ex officio, President ; Nathan Mer-
rill, Oliver C. Everett, James Fogg, James G. Fuller, Edward
Thorndike, Warren Rand, Isaac W. Blanchard, Abraham B. Shedd,
Solomon Hovey, James Adams,. William Williams, John Sanborn.
James Adams, ex officio. President; James Fogg, William Flint,
Oliver C. Everett, William I. Budington, Hiram Hutchins, Greorge
Bartlett, George Cutler, Isaac W. Blanchard, Hiram P. Remick,
Freeman C. Sewall, Reuben Curtis, Nathan A. Tufts.
Timothy T. Sawyer, .ex officio, President , James Adams, George
E. Ellis, Oliver C. Everett, James G. Fuller, John Sanborn, Calvin
C. Sampson, Abraham B. Shedd, Isaac W. Blanchard, William
Flint, Nathan A. Tufts, Henry K. Frothingham.
■ , 1856.
Timothy T. Sawyer, ex officio. President; William B. Morris,
Anthony S. Morss, Oliver C. Everett, James G. Fuller, John San-
born, George B. Neal, David Foster, George P. Kettell, Isaac W.
Blanchard, Edwin F. Adams, George E. Ellis, Franklin A. Hall.
Timothy T. Sawyer, ex offivcio. President ; George E. Ellis, Wil-
liam W. Wheildon, Abram E. Cutter, J. W. Bemis; John San-
born, George B. Neal, G. Washington Warren, Andrew J. Locke ;
David Foster, Luke K. Bowers, William N. Lane, Franklin E.
Timothy T. Sawyer, President; George E. Ellis, William W.
Wheildon, Abram E. Cutter, Edwin F. Adams, Henry B. Metcalf ;
James G. Foster, George B. Neal, John Sanborn, G. Washington
Warren, Calvin C. Sampson, James B. Miles; Charles D. Lincoln,
Henry K. Frothingham, William Fosdick, William N. Lane, Samuel
T. Tapley, Franklin E. Bradshaw.