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[p. 6] it difficult to get a hearing for his doubts. Yet it was to impress this truth on the thinking and acting minds of his day that Charles Brooks gave unsparingly of his time, his money, and his strength. If it were not for these changes in thought and life, it would suffice to read the Framingham address, which in 1864 Brooks delivered on his work, its methods, and results. It is written in his characteristic style, simple, frank, and attractive, but unless one can get at the general thought of the time, the difficulties, the obstacles, the discouragements, and the triumphs, the address, if read without comment, would serve to arouse, but not to satisfy, inquiry. To meet this inquiry, to supply some comment, and to define Brooks' part in the great educational revival, is the purpose of this paper.

If we briefly summarize what Mr. Brooks' life had been prior to undertaking this work, we may be able to form a better conception of his personality, for this attractive personality was a predominating feature in his success. Few of those who knew him now remain, except such as knew him in his later years. It has been interesting to record the epithets these use in describing him. Genial is always the first, and then affable, pleasant, entertaining, sympathetic, industrious, are other words used to formulate the impression those who knew him have retained all these years. As the story of his work is told, we shall be able to see reasons for using words descriptive of deeper, stronger, and more abiding traits of character which will be discerned on a closer acquaintance.

He was born in the ancient house still standing at the corner of High and Woburn streets, October 30, 1795. He was fitted for Harvard under Dr. Luther Stearns, who came to Medford as a teacher, but who occasionally practised medicine. He became a member of the class of 1816 at Harvard.

The scrap-book contains a little relic of the student life of long ago. Napoleon Bonaparte was an object that

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