Imagens das páginas
PDF
ePub

of space, and not lack of appreciation, has prevented my giving a detailed account of the valuable aid rendered to this normal work by the Peabody fund. A tribute to Dr. Curry's wise administration of this fund is certainly due from anyone who writes the history of public education in Louisiana. Lack of space must also be my plea for omitting the history of the McDonogh fund, to which New Orleans owes its array of splendid school buildings.

It may safely be declared, therefore, that the year 1894 records progress in every direction, but I can not do more than name some of the chief influences at work for the advancement of the public schools. They are the Association of Parish Superintendents; the State Teachers' Association, with its reading circle and its official journal; the State and parish institutes for teachers, the Louisiana Chautauqua; and last, but not least, the Louisiana Educational Association. Surely this is a goodly list-one that any State might be proud of.

In glancing over the incomplete sketch of public education in Louisiana, the progress of which I have traced through ninety years, I am struck with the fact that the State has followed what is called the general trend of education. This trend, as laid down by Dr. William T. Harris, is as follows: First, from private, endowed, and parochial schools there is a change to the assumption of education by the State. "When the State takes control, it first establishes colleges and universities; then elementary free schools, and then it adds supplementary institutions for the afflicted; then institutions for teachers, together with libraries and other educational aids. In the meanwhile increasing attention is paid to supervision and methods. Schools are better graded. In class work there is more assimilation and less memorizing. Corporal punishment diminishes, and the educational idea advances toward a divine charity." Such, amid a thousand difficulties and vicissitudes, has been the history of public education in Louisiana. I am persuaded that we are on the right path. The question still remains, however, Is Louisiana abreast of the other States of the Union in her provision for the education of her youth? The highest authorities declare that she is not. Let us for a moment examine the conditions as they exist. In 1848 the educable youth of the State numbered only 41,500; in 1894, with the addition of the colored pupils, they numbered more than 378,000. Of these only 115,000 attend any school, either public or private. What is the consequence? I answer that in seven of our prosperous parishes, out of 13,000 voters, it is stated that 6,858 white voters, more than 50 per cent of the whole number, can not read and write; and it is a well-known fact that Louisiana now leads all the Southern States in illiteracy. What shall we do to remove this lamentable condition of things?

Evidently, though we now spend nearly $1,000,000 a year for our public schools, that sum, in view of the increased population, is grossly inadequate. We need higher salaries for our teachers, better remuneration for our parish superintendents, and longer sessions for our schools. The machinery of our public school system, as far as the officials and their relations to each other are concerned, is excellent. But what we require above everything is the privilege of local taxation beyond the present constitutional limitation. We have reached a point in Louisiana where local pride has been aroused. We are beginning to feel that however grateful we may be for the beneficent work of such funds as the Peabody, we must first of all help ourselves; we must demand our independence-the most glorious privilege granted to

man.

MASSACHUSETTS.

MARY HEMENWAY.

[At a meeting held by the Boston public school teachers at the Old South Meeting House May 2, 1894, in honor of the memory of Mrs. Mary Hemenway, warm and loving tribute was paid to her personal character and worth, her services in the cause of education were reviewed, and the reforms instituted by her recalled to remembrance by those who had been her associates and coworkers and who were specially qualified to represent the different phases of her activity. The addresses made upon this occasion were afterwards incorporated into a memorial volume, under the editorial supervision of Dr. Larkin Dunton, head master of the Boston Normal School From this volume the following extracts have been made to illustrate her life and work. They are succeeded by a more detailed account of the Old South work from another source.]

[From the introductory remarks by Dr. Dunton.]

Mrs. Hemenway was born in the city of New York December 20, 1820, and died at her home in Boston March 6, 1894. She was the daughter of Thomas Tileston, from whom she seems to have inherited her remarkable business ability. She married Mr. Augustus Hemenway, a great shipping merchant. Several years before his death his health had so failed as to throw much of the oversight of his immense business upon Mrs. Hemenway. By this means was developed that remarkable talent for the

directing of affairs which subsequently proved so useful in carrying on her great benevolent enterprises. She certainly possessed business ability of a high order. Her insight into the causes of suffering among the people, far and near, present and future, and into the remedies for this suffering, was wonderful. Her breadth of view was only equalled by the warmth of her heart. It was the generosity of her nature that so endeared her to the teachers of Boston. They came to know her as a fellow-worker for the good of the people. Pride, haughtiness, and condescension, which too often accompany the possession and even the distribution of wealth, were so conspicuously wanting in her nature that every teacher who was brought into contact with her in her benevolent work felt only the presence of a great heart beating in sympathy with all mankind.

Her beneficent plans were never set on foot and then left to the management of others. She not only followed her work with her thought and her kindly interest, but she stimulated and cheered her coworkers with her inspiring personality. It was her clear head, her warm heart, and her cheerful presence that gained for her admiration and affection.

[Resolutions presented by Robert Swan, master of the Winthrop School, and adopted by the meeting.] Whereas it is fitting, at the close of Mrs. Mary Hemenway's useful life, that the Boston public school teachers, assembled in the Old South Meeting House, which she loved so well and did so much to save, should place on record their profound appreciation of the noble work she has accomplished for the practical education of the children under their care, by which the pupils, and through them the homes from which many of them come, have been clevated both mentally and morally: Therefore be it

Resolved, That through her wise foresight and long perseverance in the introduction of a systematic training in sewing, by which girls in the public schools are made proficient in needlework, the first step toward manual training, now acknowledged by all to be an essential part of our school programme, she exhibited an almost intuitive sense of the needs of the community, and enabled the children to relieve their mothers of many weary hours of labor.

Resolved, That by the introduction of the kitchen garden and, later, the school kitchen-a long step in progress-she accomplished by this wise provision of her studious care an inestimable benefit to the city, the children being thus taught not only to cook intelligently and economically, but also to buy understandingly the various articles required, by which the manner of living has been changed, healthful food and proper service displacing uncomfortable and unhealthful methods.

Resolved, That by the introduction of the Ling system of gymnastics, in which Mrs. Hemenway's liberality and care for the physical development of the children were the principal factors, the city is greatly indebted for another advance in education.

Resolved, That by the establishment of the Normal School of Cooking and the Boston Normal School of Gymnastics, furnishing qualified teachers to inaugurate the work in other cities, by which the full advantage of Boston's experience is reaped, her beneficial influence has made instruction in these branches national instead of local.

Resolved, That by her contribution in money and intelligent helpfulness in promoting the Boston Teachers' Mutual Benefit Association in the days of its inception much was done to insure the success of the enterprise.

Resolved, That by the purchase of Dr. John D. Philbrick's library and its presentation to the Boston Normal School she has made easily accessible to the pupils the choicest works on educational subjects, thus making the valuable information acquired a part of their equipment for their chosen profession.

Resolved, That by her prizes for essays on subjects connected with American history, awarded to graduates of the Boston high schools on Washington's Birthday in the Old South Meeting House, she has caused a thorough research into our colonial and national life that can result only in inspiring patriotic ardor which must conduce to the best citizenship.

Resolved, That by these and many other acts which can not be enumerated at this time her name is justly entitled to rank with the names of Pratt and Drexel, who have established institutes in Brooklyn and Philadelphia that will confer incalculable benefits on the people of this country.

Resolved, That Mrs. Hemenway, in these varied interests, gave what is infinitely more important than money-her constant sympathy in and enthusiasm for the work, which is an invaluable memory to all who were blessed with her assistance. Resolved, That in tendering these resolutions to the family of Mrs. Hemenway wo desire to express our deep sympathy in their bereavement.

[Address by Edwin P. Seaver, superintendent of schools.]

How the Old South Meeting House was saved from threatened destruction is a well-known story that needs not now to be repeated. Mrs. Hemenway's interest in

that patriotic enterprise did not end with her giving a large share of the purchase money. That generous gift was but the beginning of a larger enterprise, the prelude to a nobler history.

These ancient walls had been saved. What should be done with them? They might have been allowed to stand as mute witnesses to the events of a glorious past. They might have been used merely as a shelter for curious old relics, which antiquarians love to study and passing visitors cast a glance upon. And so the old meeting house might have stood many years more-a monument to religion and freedom, not unworthy, indeed, of its purpose, but yet a silent monument.

The plans of Mrs. Hemenway were larger and more vital. The old building should be not only a relic and monument of the past, but a temple for present inspiration and instruction. The thoughts and the hopes that aforetime had thrilled the hearts of men assembled in this house should live again in the words of eloquent teachers. Here should young people gather to learn lessons of virtue and patriotism from the lives of great men whose deeds have glorified our nation's annals. What has now become known throughout the country as "the Old South work" is the outgrowth of this fruitful idea. Let us briefly review the particulars of this "Old South work," keeping in mind as we do so its main purposes, which are first to interest young people in American history, and then, through that interest, to inspire them with a love of their country, and to instruct them wisely concerning the duties and privileges of citizenship under a free government. Can any instruction more vital to the public good be thought of?

First, we may notice that Washington's Birthday has been appropriately celebrated in this house every year from 1879. Other national holidays have been celebrated likewise, or may hereafter be celebrated, for the idea is a growing one.

Next should be noticed "the Old South lectures." As early as 1879, and in the two years following, courses of lectures on topics of American history were delivered in this house by Mr. John Fiske, who has since become so well known as a brilliant writer on historical subjects. That these lectures would be intensely interesting to the adult portion of the audiences was naturally enough expected at the time, but it was hardly foreseen that the young people would be so thoroughly fascinated as they were with a lecturer who had been known chiefly as a writer on deep philosophical subjects. Mr. Fiske has been a frequent lecturer on this platform from 1879 down to the present time.

In 1883 "the Old South lectures," properly so called, were organized on a definite and permanent plan. Each year the work to be done is laid out in a systematic manner. A general topic is chosen, and particular topics under this are assigned to different speakers, who are invited because their special knowledge of the topics assigned them gives great interest or importance to what they may have to say. The great interest awakened by these lectures has led to the repetition of many of them in other cities.

"The Old South leaflets" are an interesting auxiliary to the lectures. A practice was early adopted of providing in printed form the means of further studying the matters touched upon by the lecturer of the day. The leaflets so provided contained not merely an outline of the lecture, but the texts of important historical documents not otherwise easily accessible, and references to authorities with critical notes thereupon, and other interesting special matter. These leaflets have proved to be so useful to teachers in their school work that the directors of "the Old South work" have published a general series of them, which are to be continued. and are supplied to schools at the bare cost of paper and printing.

Perhaps the Old South essays" touch the Boston public schools more immediately than does any other part of "the Old South work." Every year, beginning with 1881, have been offered to high school pupils soon to become graduates, and also to recent graduates, four prizes, two of $40 and two of $25 each, for the best essays on assigned topics of American history. The usual objection to the plan of encouraging study by the offer of prizes, that many strive and few win, so that the joy of victory in the few is more than offset by the disappointment of failure in the many, was met in the present case with characteristic wisdom and liberality; for every writer of an essay not winning a money prize has received a present of valuable books in recognition of his worthy effort. The judges who make the awards of prizes state that crude essays, betraying a want of study and care on the part of the writers, are extremely rare. On the other hand, there are often so many essays of the highest general excellence that the task of making a just award is a difficult one. Some of these essays have been printed in the New England Magazine and in other periodicals. Some have been published in pamphlet form, and have received the favorable notice of historical scholars. It is now the custom to invite at least one of the prize essayists each year to deliver one of "the Old South lectures."

Among the more distinguished of the essayists may be named Mr. Henry L. Southwick, a graduate of the Dorchester High School, whose prize essay of the year 1881, entitled "The policy of the early colonists of Massachusetts toward Quakers and

chers whom they regarded as intruders," attracted much attention; Mr. F. E. E. Hamilton, a graduate of the English High School, and since an alumnus of Harvard College; Mr. Robert M. Lovett, a graduate of the Boston Latin School, who led his class at Harvard College; Miss Caroline E. Stecker, who took prizes in two successive years; and Mr. Leo R. Lewis, of the English High School, now a professor in Tufts College. Others there are who may be expected hereafter to distinguish themselves in the line of work for which the writing of their essays was the beginning of a preparation.

The whole number of Old South essayists is now over 100. About 20 of these have been or still are students in colleges, some proceeding thither in regular course from the Latin schools, but others in less easy ways, being impelled to the effort undoubtedly by a desire for higher education that had grown ont of their historical studies for their essays. But among the essayists who have not become college students, the interest in historical studies has been no less abiding. The Old South Historical Society, formed about two years ago, is composed of persons who have written historical essays for the Old South prizes. Quarterly meetings are held for the reading of papers and for discussion on historical subjects. This society may well be regarded with peculiar interest by our teachers, because it represents the best historical scholarship of successive years in the high schools of Boston. It may soon become, if it be not already, one of the most important learned societies in this city.

But historical study and writing are not for the many, nor are they enough to satisfy the few. A broader influence may touch the hearts of all through music. Out of this thought has grown the society known as "The Old South Young People's Chorus."

At many of "the Old South lectures" there has been singing of national patriotic hymns by large choruses of boys and girls from the public schools, three or four hundred often taking part. On the Washington's Birthday celebrations there has always been singing by the public-school children. These interesting exercises have led to a more permanent organization for the practice of patriotic music, which flourishes now under the name of "Young People's Chorus."

Finally, let us note the extension of "the Old South work" to other cities, as Providence, Brooklyn, Philadelphia, Cleveland, Indianapolis, Chicago, Madison, Milwaukee, and others. Everywhere the idea of bringing our national history home to the minds and hearts of young people through an awakened interest in monuments and memorials of the past has been enthusiastically received. Philadelphia, no less than Boston, has her shrines of freedom. There is no city or town in the land that does not possess something interesting as a memorial of past events-events which the national historian may regard as of no more than local importance, but which, by the very circumstance of being local, best show the child the stuff out of which the fabric of our national history is woven. Everywhere, therefore, the materials for "the Old South work" are at hand, and the plan of this work is so simple that it can be adopted everywhere.

* #

[ocr errors]

[From the address by James A. Page, master of the Dwight School.]

Of the public-spirited woman in whose honor we are met it may be said, in the language of Sydney Smith, that she was three women, not one woman.

Practical as a business man, she was yet tender and generous to many different sorts of people. Expecting always faithful and loyal service, she was considerate of those carrying forward her great plans. She delighted to spend money, as she was spending it, for lofty purposes. She had strength-the strength of opposite qualities, the strength that fits for public service. The city was fortunate that at such a time, or at any time, such service was to be had.

The woman who gave this service saw very surely that any institution, to be lasting, must be firmly founded; and her motto therefore in this, as in other things, was "Go slowly." We had had "systems" of gymnastics before, and they had vanished. We had had "fads" of this kind, and they had perished one by one. The thing to be done now was to secure a plan that should be workable, and yet should be based on well-ascertained physiological and psychological data.

She gave her mind to this. In 1888 the cooperation of twenty-five teachers was secured, and the work was carried on for a considerable time in rooms at Boylston Place. After much experience had been gained and circumstances had seemed to justify it, larger rooms were obtained, and in 1889 the masters of the schools were invited to interest themselves in the movement and to take part in the exercises. They responded to the call without an exception, I believe, and the work took on a wider scope. It was in this year also (1889) that the Conference on Physical Training took place under the auspices of this school, and the advocates of many different systems were invited to take part, and each to show by example and on the stage the special excellencies of his own school of work. The German pupils, those of the Christian associations, of Delsarte, of the colleges, of the Swedish, and of some private

schools took the stage successively, and had ample opportunity to demonstrate th value of their several systems. A brilliant reception was given in the evening. It was determined, I think, at this time by a very general consensus of opinion that for the public schools of this city as a whole, and with all their limitations, the Swedish system was the best adapted.

From this time, convinced it was on the right track, the Boston Normal School of Gymnastics has continned a constantly growing power and success. Under the same firm but fostering hand as at the beginning it outgrew its quarters in Park street, and since 1890 has been located in more commodious rooms at the Paine Memorial Building. It has graduated three classes, that of 1891 consisting of 12 students, that of 1892 also of 12, and that of 1893 consisting of 43 students, and this with a constantly advancing standard as to conditions of admission. In addition to these regular graduates 30 pupils have received one-year certificates, and some of them are now doing good work as teachers.

The school has at its head Miss Amy Morris Homans and in its staff such men as Dr. Enebuske, the professor of philosophy at Harvard University, the dean of the Harvard Medical School, and the professor of biology at the Massachusetts Institute of Technology.

It is not strange, then, that the services of pupils trained in such a way should be in demand in all parts of the country. Two have gone to the Drexel Institute of Philadelphia; 2 have gone to Smith College, Northampton; 2 to Radcliffe College, Cambridge; 1 to Bryn Mawr, Pa.; 4 to different State normal schools in Massachusetts; 1 to Oshkosh, Wis.; 1 to Denver, Colo.; 1 to the Normal College, Milledgeville, Ga.; and 1 each to Gloucester, Lynn, Lawrence, Dedham, Cambridge, and Pawtucket.

The aggregate salaries paid to the young ladies of the three classes already gradnated are not less than $50,000, the highest single salary reaching $1,800, and the average being slightly less than $1,000.

These statements give but a faint idea of the work of the school-its fineness, its scope, its far-reaching quality. But we can see that the bread cast on the waters is beginning to return. These centers throughout the country are already established. Imagine them, as the years go by, multiplied a thousand fold, making a better and happier, because a stronger, people, and then bring the threads back to this place and connect them with the deed of one noble, public-spirited woman.

The counterpart of this picture is the one of 60,000 children taking the Swedish exercises daily in our own city schools, under the direction of teachers acquainted with the system from actual contact with it, and under the supervision of an expert like Dr. Hartwell. Who that saw the exposition of it at the English High School on Saturday last can hesitate in his hearty Godspeed or forget the one whose initiative made it all possible?

[From the address of Dr. Larkin Dunton, head master of the Boston Normal School.]

If a man has wisdom and money, but no heart, he does nothing for his fellow-men. If his purse is full and his heart is warm, yet, if he lacks wisdom to guide his efforts, he is as likely to harm as to help. But happy is it for the world when wisdom, love, and wealth are the joint possession of one great soul. They then constitute an irresistible force. Mrs. Mary Hemenway possessed them all in largest measure. Let us note briefly the comprehensiveness of view and kindness of heart that are shown in the work of this grand woman.

She was allowed to grow up, as she said, without learning to do things; and she noticed that girls who were efficient workers were happy. She felt that she had been deprived of her birthright. This was her first inspiration for teaching girls to sew; though she saw also the effect of a knowledge of this work in their future homes as well as in helpfulness to their mothers. Through her efforts sewing was introduced into the schools of Boston. But she was too wise to allow this branch of instruction to depend upon the life of any one person. She began at once to interest the school committee and teachers in the work, to the end that it might be incorporated into the regular programme of the schools, be given to all the girls, and, more than this, be made perpetual by being put under the fostering care of the immortal city. The example of Boston has been widely copied, so that the influence of the work thus unostentatiously begun, but so wisely managed, has extended and will extend to millions of children and millions of homes.

A legitimate result of the introduction of this new branch of instruction has been the creation of a department of sewing in the Boston Normal School, so that hereafter sewing is to be taught by women as able and as well educated as those who teach arithmetic or language, and is, therefore, to take its place as an educational force in the development of our girls.

Through various experiments in vacation schools in summer Mrs. Hemenway came to see that it would be possible to raise the standard of cooking in the homes of the people by teaching the art to the children in the public schools. This, she thought,

« AnteriorContinuar »