ory, 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.
T a teachers' seminary in Plymouth County.
Hingham Gazette, February 24, 1837. This petition sets forth at length the arguments Brooks used in his lectures, and it is worth a careful study.
Two months later, in April, 1837, the act
Acts of 1837, Chap.
241. An Act relating to Common Schools.
The secretary shall diffuse information of educational methods to the end that all children in this Commonwealth, who depend upon common schools for instruction, may have the best education which th
tudy of German in her forty-seventh year.
In a letter to Rev. Dr. Furness, after the death of Marchioness d'ossoli, she says, I was a little acquainted with her, and considered her one of my great benefactors, for it was she who, in the summer of 1837, put me up to the study of German.
Miss Osgood inherited what was then a comfortable property, which gave her leisure for study, an opportunity she improved from personal choice.
She was conversant with the best literature, ancient and modern, the Marchioness d'ossoli, though the catastrophe which terminated her eccentric career must have struck home to all hearts.
I was a little acquainted with her and considered her as one of my great benefactors, for it was she who in the summer of 1837 put me up to the study of German.
It was hard to like her, but very easy to respect and admire her. Her foible was that of noble minds, ambition and the excessive love of distinction lying at the bottom of everything that was objectionable in her