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adopted aroused audience Barnard's Journal Board of Education Boston BROOKS AND NORMAL Brooks clipped Brooks says Carter Centennial Normal School Charles Brooks gave Colony Peace Society Common School Commonwealth of Massachusetts Daniel Webster delivered them repeat dollars Edmund Dwight educa educational revival elementary education facts Francis Bowen friends grown up character Harvard Horace Mann Institute of Instruction James G January JOHN ALBREE John Quincy Adams Journal of Education Julius labors later Legislature letter Massachusetts Public School Medford Historical Society meeting minutely the Prussian movement in 1835 Napoleon Bonaparte Old Colony Memorial Old Colony Peace parish reading society Plymouth County Plymouth Rock prepared three lectures preserved Prussian system Public School System published purposely-prepared teachers Quarter Centennial Normal record result sand dollars school committee school in Plymouth scrap scrap-book secretary seems seminaries starved by parsimony statement Sunday-school teach tion tional antiquary words
Page 19 - One great advantage of the Christian religion is that it brings the great principle of the law of nature and nations — Love your neighbor as yourself, and do to others as you would that others should do to you, — to the knowledge, belief, and veneration of the whole people.
Page 24 - I was electrified with joy. The whole heavens to my eye seemed now filled with rainbows. January 18th came, and the hall of the House of Representatives was perfectly full. I gave an account of the Prussian 'system ; and they asked if I would lecture again. I consented, and, the next evening, endeavored to show how far the Prussian system could be safely adopted in the United States.
Page 16 - Julius) gave me time to ask all manner of questions concerning the noble, philosophical, and practical system of Prussian elementary education. He explained it like a sound scholar and a pious Christian. If you will allow the phrase, I fell in love with the Prussian system, and it seemed to possess me like a missionary angel.
Page 2 - You'll be forgotten — as old debts By persons who are used to borrow ; Forgotten — as the sun that sets, When shines a new one on the morrow ; Forgotten— like the luscious peach That blessed the schoolboy last September ; Forgotten — like a maiden speech, Which all men praise, but none remember.
Page 13 - No standard of attainments is fixed, at which they must arrive before they assume the business of instruction; so ' that any one keeps school, which is a very different thing from teaching school, who wishes to do it, and can persuade, by herself or her friends, a small district to employ her. And this is not a very difficult matter, especially when the remuneration for the employment is so very trifling. The farce of an examination and a certificate from the minister of the town (for it is a perfect...
Page 14 - Instead of being able to stimulate and guide to all that is noble and excellent, they are, not seldom, persons of such doubtful respectability and refinement of character, that no one would think, for a moment, of holding them up as models to their pupils. In short, they know not what to teach, nor how to teach, nor in what spirit to teach, nor what is the nature of those they undertake to lead, nor what they are themselves, who stand forward to lead them.
Page 13 - It had degenerated into routine, it was starved by parsimony. Any hovel would answer for a school-house, any primer would do for a text-book, any farmer's apprentice was competent to
Page 19 - ... seminary for the preparation of teachers." Over and over again have the Prussians proved that elementary education can not be fully attained without purposely-prepared teachers. They deem these seminaries of priceless value; and declare them, in all their reports and laws, to be the fountains of all their success. Out of this fact in their history has arisen the maxim, "As is the master so is the school.
Page 18 - He dwelt on the phrase which he used so often, " As is the teacher, so is the school." He had hoped that there would be a request that this sermon be printed, but none came. Nevertheless, he found some encouragement, so that he was satisfied that by address and discussion he could best further the cause. Accordingly he prepared three lectures. He says' himself they are enormously long, two hours each. The first described minutely the Prussian system. In the second, he showed how it could be adapted...