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 law was established, and Horace Mann, who put the law into practice.
At the Framingham meeting in July, 1864, one of the orators prepared an historical sketch of the labors of the men of the fourth decade of the century, and described what each had done.
Of Brooks, he said:—
To Charles Brooks, whose labors in the years 1835-6-7 were second to those of no man—one might also say to no number of men—we owe the particular form which normal schools took, and he did very much toward preparing the public mind to look with favor on the new system.
From his friend, Victor Cousin, the first scholar o<