e was one thing lacking to set the work going, namely, the arousing of public sentiment to demand action that would lead to better teachers and better schools, and to this work, for which he was especially adapted, Charles Brooks gave three of the best years of his life.
Now we left Mr. Brooks a while ago, sailing for Europe in 1833.
Let us return to him and hear him tell in his own words how he was led to take up this work.
At a literary soiree in London, August, 1834, I met Dr. H. Julius of Hamburg, then on his way to the United States, having been sent by the King of Prussia to learn the condition of our schools, hospitals, prisons, and other public institutions.
He asked to be my room-mate on board ship.
I was too happy to accede to that request.
A passage of forty-one days from Liverpool to New York gave me time to ask all manner of questions concerning the noble, philosophical and practical system of Prussian elementary education.