Hamilton High School - Hamiltonian Yearbook (South Hamilton, MA)

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The Hamiltonian 3

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I his miuiazine is (Icdicatcd “III honor of the best mothers that ever lived Our Mothers -- Class of I ' f.H

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4 The Hamiltonian V aledictory HISTORY OF EDUCATION IN MASSACHUSETTS ' I ' ‘HE doors are open! We are about to go out into the world — some of us to higher educational institutions, some of us to positions in the business world. W hicbever the case may be, Hamilton High School has fitted us well for our future. I hose of us who intend to go on witli our education have received well organized training in Mathematics, Sciences, Lan- guages, Literature, and History which has formed a necessary foundation for ad- vanced education. Those who intend to enter positions in the commercial world have received efficient instruction and prac- tice in commercial subjects to fit tbem for such positions as the may achieve. In order to appreciate fully the means by which we reap the benefits of such well organized education, we should know something of our educational system, especially that of our own state which has been one of the leaders of progress in education in the United States since the beginning of the country. Let us begin with the founding of •Massachusetts Bay Colony. History says that nothing differentiates the men of Massachusetts Bay from other settlers more than their zeal to perpetuate educa- tion and enlarge their scope of intelligence. They were, in general, well informed men who understood and felt the value of edu- cation. Seven years after their arrival, the General Court of their colony had made appropriations for a school or college at New ’Eowne which is now Cambridge. In 1635, five years after the arrival of Governor AV inthrop, Massachusetts Bay Colony began to provide for tbe education of her youth. This same year Boston Latin (irammar School was established and the following year brought the opening of Harvard College. In 1642 the General Court of IMassa- chusetts issued the first rea l law for pro- vision of education of children, vesting the selectmen in every town with the power to take account of all parents and masters in regard to their children’s education. Each town was divided into sections — a sec- tion to each selectman, and each selectman was responsible for the families in his dis- trict. He must see that all children learn to ler.d, know tlie principles of religion, and the laws of the country. He must also see that each child be put to some useful work. The law also made it obligatory that parents w ' here schools were lacking should teach their children to read the English tongue. This brought into use the “Dame Schools” which were schools set up in the homes by women for teaching the elements of reading, spelling, writing, and arithmetic in return for a small fee. In 1647, the school law which is the foundation of IMassachusetts’ School Sys- tem of today was enacted by the General Court. This law reejuired each town of fifty families to maintain an elementary school and each town of one hundred families to maintain a secondary school. It also reijuired these schools to be, at least partially, supported by ta.xation. To the schools established in accordance with this law there were three drawbacks. First, there was no compulsion to attend school ; second, tuition fees could be collected only from those who could afford them ; third, the primary purpose of the schools was religious and the ' were closely allied with the church. Despite the presence of these disad antages, the enactment of the school laws of 1642 and 1647 laid out the basic principles upon which Massachusetts’ School History rests: — First, “The uni- crsal education of youth is essential to the well-being of the state.” Second, “The obli- gation to furnish this education rests pri- marily upon the parent.” Third, “The state has a right to enforce this obligation.” Fourth, “The state may fi.x a standard which shall determine the kind of educa- tion and the minimum amount.” Fifth, “Public money raised by general tax may be used to provide such education as the state requires.” Sixth, and last, “Educa- tion higher than the rudiments may be sup- plied by the state, and public expense must provide opportunity for youths to train for universities.”