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Corporate Funding of Education in Waltham, Massachusetts 1814-1865

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Corporate Funding of Education in Waltham, Massachusetts 1814-1865 Benevolent Capitalists: Corporate Funding of Education in Waltham, Massachusetts 1814-1865 Author: John Warren Cox Persistent link: http://hdl.handle.net/2345/2577 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2012 Copyright is held by the author, with all rights reserved, unless otherwise noted. BOSTON COLLEGE Lynch School of Education Department of Teacher Education, Special Education, and Curriculum and Instruction Program of Curriculum and Instruction BENEVOLENT CAPITALISTS: CORPORATE FUNDING OF EDUCATION IN WALTHAM, MASSACHUSETTS 1814-1865 Dissertation by JOHN WARREN COX submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy May 2012 © Copyright by John W. Cox 2012 ABSTRACT Benevolent Capitalists: Corporate Funding of Education in Waltham, Massachusetts 1814-1865 By John W. Cox Dennis Shirley, Ph.D, Chair In 1814, a group of wealthy Boston merchants led by Francis Cabot Lowell established the Boston Manufacturing Company in Waltham, Massachusetts. In the decades before the Civil War, Lowell and his partners constructed public schools for Waltham children living in the vicinity of the mills and paid many of the schools’ educational expenses, including teachers’ salaries. The company also promoted adult education through its establishment of the Manufacturers’ Library and its support of the Rumford Institute for Mutual Instruction, one of the first lyceums in the United States. Previous research on the Boston Manufacturing Company has primarily focused on its unique labor force (“mill girls”) and its role as America’s first modern industrial corporation, while the story of the company’s involvement in education has been neglected. Based on company records, school committee reports, newspaper accounts, Francis Lowell’s personal correspondence, and other archival sources, this study highlights the forgotten history of corporate support for education in antebellum Waltham. The findings indicate that the support given to Waltham educational institutions by Francis Lowell and his business partners can be attributed to their patriotism, generosity, and belief in civic virtue. Implications for the history of American education, the Industrial Revolution, and twenty-first century public/private sector educational partnerships are addressed. For my mother and father i ACKNOWLEDGEMENTS When I decided to apply for admission to the doctoral program at Boston College, a friend remarked, “Are you sure you want to do this? You know a doctoral program is a lot of work and can be very lonely.” My friend was correct. As anyone who has gone through a doctoral program will attest, it is a lot of work. Strangely enough, however, I found the work load to be invigorating rather than a burden. As I sat in classes in Campion Hall, I often thought how fortunate I was to be there. How many people are given the opportunity to study under some of the most accomplished scholars in the world? My friend was wrong about a doctoral program being “lonely,” at least in regard to Boston College. I have been inspired by the passion that my professors have for education and their interest in the work of their students. Just as importantly, I have been inspired by the camaraderie and cooperation among my fellow students, especially their willingness to help and encourage one another. Surely the Lynch School at Boston College reflects the very best traits of a professional learning community! I am greatly indebted to Dr. Dennis Shirley for piquing my interest in the history of education and encouraging me throughout the dissertation process. He has gone above and beyond the call of duty - reading countless drafts of this study, meeting with me on a regular basis, and offering insightful suggestions at every step along the way. His breadth of knowledge, dedication to students, and love of learning exemplify what it means to be a great teacher. I could not have asked for a better mentor and friend. I am grateful for the assistance that Dr. Andrew Hargreaves has given me throughout my years as a student at Boston College. He has opened my eyes to the importance of leadership and change in education, two concepts that lie at heart of this study. Thank you for the confidence you have shown in my ability and for encouraging my interest in mill town education. For many years, student teachers that I have supervised at Waltham High School have raved about Dr. David Quigley’s American history classes. I am most appreciative that Dr. Quigley, who is now the Dean of the School of Arts and Sciences, agreed to serve ii on my committee. He has been an enormous help suggesting historical sources and a framework around which to organize my study. I would be remiss if I did not acknowledge my deep gratitude to Dr. Audrey Friedman, who encouraged me to apply to the doctoral program at Boston College. Any success I have had can be traced to her friendship and counsel. I also want to thank Arlene Riordan and Dr. Carol Pelletier for going out of their way to help me with the admissions process six years ago, and Dr. Gerald Pine and Dr. Marilyn Cochran-Smith for believing in me and supporting my candidacy to the doctoral program. From my first day as a doctoral student, I have been supported by members of my family. My parents were so proud when I was accepted into the program and did everything possible to help me through the journey. Thank you Mom and Dad, for instilling in me a love of learning and an appreciation for the past. Special thanks to you, Dad, for raising me to love Boston College, and to you, Mom, for teaching me how to write. Also, thank you to my brother and sisters, and their families, who have always stood by my side, offering their support and their love. I am also greatly indebted to my friends for their support, including Nick Mirabile, Steve Goodwin, Tom Grinnell, Derek Vandegrift, Cindy Jong-Halgin, Molly Cowell Cotter, Carol Margolis, Margarita Zisselsberger, Diana Terrell, Kathy Sillman, Diane Silva Pimental, John Sullivan, and many others. I also appreciate the friendship and support of Fran Loftus and the members of the Boston College clinical faculty. I especially want to thank Aubrey and Ryan Scheopner Torres. They have always been there for me, through thick and thin. I cannot imagine making it through the program and dissertation without their friendship and encouragement. This dissertation would not have been possible without assistance and suggestions from the staffs at the O’Neill Library, the Baker Library at Harvard University, the Massachusetts Historical Society, the Waltham Historical Society, the Waltham Public Library, and the Waltham City Clerk’s Office. iii TABLE OF CONTENTS Dedication ...........................................................................................................................i Acknowledgements ............................................................................................................ii Table of Contents...............................................................................................................iv Abbreviations ...................................................................................................................vii CHAPTER 1: PROBLEM ..................................................................................................1 CHAPTER 2: LITERATURE REVIEW ..........................................................................8 Theoretical Perspective ..........................................................................................8 Overview ....................................................................................................8 The Democratic-Liberal Interpretation of American Education ...............9 The Revisionist Critique .......................................................................... 14 Historical Research on the Boston Associates and the Boston Manufacturing Company .........................................................................20 Historical Studies of the Boston Associates: Who They Were and What they Believed ................................................23 Historical Studies of the Boston Associates as Individuals: Francis Cabot Lowell, Patrick Tracy Jackson, and Nathan Appleton ......27 Historical Studies of the American Industrial Revolution: The Regional and National Perspective ................................................... 31 Historical Studies of the American Industrial Revolution: The Local Perspective ..............................................................................40 Literature Review Discussion and Conclusion .....................................................45 CHAPTER 3: RESEARCH DESIGN ..............................................................................47 Method .................................................................................................................47 Methodology ........................................................................................................49 CHAPTER 4: WALTHAM BEFORE THE INDUSTRIAL REVOLUTION .................52 The Land ..............................................................................................................53 Waltham as a Precinct of Watertown ...................................................................54 Conflict Over Religion .............................................................................54 Conflict Over Education ...........................................................................56
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