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Browsing named entities in Medford Historical Society Papers, Volume 10..

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1907 AD (search for this): chapter 1
Charles Brooks and his work for Normal schools. Copyright by John Albree, 1907. by John Albree of Swampscott. [Read before the Medford Historical Society, Saturday, May 5, 1906.] By way of prelude let me ask if the traditions will be violated if a text is chosen, especially if it is agreed that the text will not again be referred to? This is necessary by reason of the comments that have been made by some on learning that a paper was in preparation on Charles Brooks and His Work for Normal Schools. These comments, more or less diplomatic and guarded, have been to the effect that the name of Horace Mann ought to appear in the title. The text is One star differeth from another star in glory. ON a summer afternoon, how many years ago is not material, a baby was a member of a little party that called at the home of the Brooks family in Medford, a home that by reason of its furnishings and surroundings was entitled to be called the Brooks Mansion. Nothing could have bee
1868 AD (search for this): chapter 1
was whether he could escape. We find that two students expressed their beliefs in this record of a wager. There is no record whether the dinner was held. Bet with C. Brooks that Napoleon Bonaparte will escape from the Island of St. Helena before the first of August, A. D. , 1819; a good dinner at our class meeting. November 12, 1815. Samuel D. Bell. One of the last clippings Brooks inserted in the scrap book was an obituary notice of his college friend, Bell. Samuel Dana Bell (1797-1868) was a son of Governor Samuel Bell of New Hampshire. He studied law and practiced in Concord and Manchester. In 1859 he was appointed Chief Justice of the Supreme Judicial Court. He resigned in 1865 and died at Manchester July, 1868. This date in August, 1819, was chosen because that was the month in which Commencement exercises were then held. Brooks took good rank in his course, and on graduation continued his theological studies at Harvard. In the month mentioned in the record of the
1904 AD (search for this): chapter 1
schoolhouse, any primer would do for a text-book, any farmer's apprentice was competent to keep school. George H. Martin, the present secretary of the Board of Education, and therefore a successor of Horace Mann, in his book which has become a standard, The Evolution of the Massachusetts Public School System, says, The Evolution of the Massachusetts Public School System: a Historical Sketch, by George H. Martin, A. M., Supervisor of Public Schools, Boston. New York, D. Appleton & Co., 1904. P. 146. The majority of Massachusetts citizens were torpid, so far as school interests were concerned, or if aroused at all, awakened only to a spasmodic and momentary excitement over the building of a new chimney to a district schoolhouse, or the adding of a half-dollar a month to the wages of a school-mistress. And the fourth is Brooks himself. In his address before the American Institute of Instruction, at Worcester, August, 1837, he quoted from a petition to the Legislature the prev
1850 AD (search for this): chapter 1
e compilation of a text-book entitled Elements of Ornithology, a copy of which he gave to the library at Harvard University. Two years later, that is, 1845, we find him on the Boston school committee, and, as usual, active in the work. In 1848, still carrying out his old desire to do something concerning a cause which aroused sympathy, he instituted the Society for the Relief of Aged and Destitute Clergymen, of which he, with Francis Parkman and Ephraim Peabody, were the incorporators, in 1850. That society now has funds of nearly two hundred thousand dollars, and is aiding twenty beneficiaries in sums varying from one to five hundred dollars a year. The name has lately been changed from that given by Brooks, and is now the Society for Ministerial Relief. In 1853, he printed a small slip on colored paper, announcing the preparation of a History of Medford, which was published two years later, in 1855. The press comments are preserved in the scrap book. At the same time, his
1885 AD (search for this): chapter 1
s, all of which show that he put his case in such a way as to receive attention. The measure as passed by Congress shows that a National Board of Education was established along the same lines that he urged the State of Massachusetts to adopt thirty years before; namely, education is a matter of national concern. After this, he seems to have lived in retirement and an honored old age. He died at Medford, July 7, 1872, nearly seventy-seven years of age, leaving one son who died unmarried, in 1885. It is doubtful if again an attempt will be made to prepare a paper on the work of Charles Brooks for Normal Schools. It seems, therefore, that I should submit to you at this time what is the conclusion of my delving as an educational antiquary, a personification of Mr. Brooks' fancy of sixty years ago. There are three men who will stand out above others in the history of that time: Carter, who showed the need; Brooks, who offered the remedy and aroused public attention so that the la
1859 AD (search for this): chapter 1
no record whether the dinner was held. Bet with C. Brooks that Napoleon Bonaparte will escape from the Island of St. Helena before the first of August, A. D. , 1819; a good dinner at our class meeting. November 12, 1815. Samuel D. Bell. One of the last clippings Brooks inserted in the scrap book was an obituary notice of his college friend, Bell. Samuel Dana Bell (1797-1868) was a son of Governor Samuel Bell of New Hampshire. He studied law and practiced in Concord and Manchester. In 1859 he was appointed Chief Justice of the Supreme Judicial Court. He resigned in 1865 and died at Manchester July, 1868. This date in August, 1819, was chosen because that was the month in which Commencement exercises were then held. Brooks took good rank in his course, and on graduation continued his theological studies at Harvard. In the month mentioned in the record of the wager he took his Master's degree and delivered the valedictory in Latin. This paper is still preserved. In Nove
1843 AD (search for this): chapter 1
the point made some time ago would be emphasized; namely, Mr. Brooks' work had a definite beginning and a definite ending. Possibly your interest, however, may be sufficient to cause you to ask as to his later life. On receiving the appointment to this post, for which he had had no special training, he entered upon a preparation. As the best place for study of the subject was Paris, he went abroad September, 1839, and there remained four years. I have not learned whether on his return, in 1843, he entered actively upon the duties of his position. If he did, it was for but a short time, for through failing eyesight, he was compelled to resign. One result of this foreign study was the compilation of a text-book entitled Elements of Ornithology, a copy of which he gave to the library at Harvard University. Two years later, that is, 1845, we find him on the Boston school committee, and, as usual, active in the work. In 1848, still carrying out his old desire to do something conce
1830 AD (search for this): chapter 1
f 1820, a teacher by profession, a clear, strong thinker, and a forcible writer, he began as early as 1824 to publish to the world his thoughts on the Principles of Instruction. Then he sought to reach the public through the columns of a Boston newspaper, and suggested an outline of an institution for the education of teachers. His ideas were new, attracted much attention, and were discussed in the periodicals of the time. He was active in founding the American Institute of Instruction, in 1830, an organization that still exists in a flourishing condition, thus proving Carter's appreciation of what was needed. Later, as a member of the Legislature, he strove earnestly for the cause of education, as we shall see presently. Barnards Journal of Education, Vol. V, pp. 407-416; also Hinsdale's Mann. p. 52; Martin's Public School System, p. 147. But there was one thing lacking to set the work going, namely, the arousing of public sentiment to demand action that would lead to bet
1865 AD (search for this): chapter 1
e morrow. Forgotten, like the luscious peach That blessed the school boy last September; Forgotten, like a maiden speech Which all men praise, but none remember. But later he wrote these lines, when he was in a reminiscent mood, and dated them 1865. And though some hopes I cherished once Died most untimely in their birth, Yet I have been beloved and blest Beyond the measure of my worth. The question arose as to how fully these clippings represented the newspaper accounts of Brooks' whis college friend, Bell. Samuel Dana Bell (1797-1868) was a son of Governor Samuel Bell of New Hampshire. He studied law and practiced in Concord and Manchester. In 1859 he was appointed Chief Justice of the Supreme Judicial Court. He resigned in 1865 and died at Manchester July, 1868. This date in August, 1819, was chosen because that was the month in which Commencement exercises were then held. Brooks took good rank in his course, and on graduation continued his theological studies at Ha
1820 AD (search for this): chapter 1
ut by Dr. W. T. Harris, late United States Commissioner of Education, that while state pride usually leads to the choice of one's own state to head the list in educational history, uniformly the second place is assigned to Massachusetts. Martin's Massachusetts Public School System, Editor's Preface. There is one name that stands out above all others in the early years of the educational revival, that is, prior to 1837, James G. Carter of Lancaster, Massachusetts. A Harvard graduate of 1820, a teacher by profession, a clear, strong thinker, and a forcible writer, he began as early as 1824 to publish to the world his thoughts on the Principles of Instruction. Then he sought to reach the public through the columns of a Boston newspaper, and suggested an outline of an institution for the education of teachers. His ideas were new, attracted much attention, and were discussed in the periodicals of the time. He was active in founding the American Institute of Instruction, in 1830,
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