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Document Max. Freq Min. Freq
Frederick H. Dyer, Compendium of the War of the Rebellion: Regimental Histories 337 337 Browse Search
Harper's Encyclopedia of United States History (ed. Benson Lossing) 21 21 Browse Search
Frederick H. Dyer, Compendium of the War of the Rebellion: Name Index of Commands 19 19 Browse Search
Col. O. M. Roberts, Confederate Military History, a library of Confederate States Military History: Volume 12.1, Alabama (ed. Clement Anselm Evans) 15 15 Browse Search
William F. Fox, Lt. Col. U. S. V., Regimental Losses in the American Civil War, 1861-1865: A Treatise on the extent and nature of the mortuary losses in the Union regiments, with full and exhaustive statistics compiled from the official records on file in the state military bureaus and at Washington 15 15 Browse Search
The Photographic History of The Civil War: in ten volumes, Thousands of Scenes Photographed 1861-65, with Text by many Special Authorities, Volume 3: The Decisive Battles. (ed. Francis Trevelyan Miller) 13 13 Browse Search
Thomas Wentworth Higginson, Massachusetts in the Army and Navy during the war of 1861-1865, vol. 2 10 10 Browse Search
The Photographic History of The Civil War: in ten volumes, Thousands of Scenes Photographed 1861-65, with Text by many Special Authorities, Volume 10: The Armies and the Leaders. (ed. Francis Trevelyan Miller) 9 9 Browse Search
Brigadier-General Ellison Capers, Confederate Military History, a library of Confederate States Military History: Volume 5, South Carolina (ed. Clement Anselm Evans) 9 9 Browse Search
Benson J. Lossing, Pictorial Field Book of the Civil War. Volume 3. 5 5 Browse Search
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Browsing named entities in Medford Historical Society Papers, Volume 10.. You can also browse the collection for July, 1864 AD or search for July, 1864 AD in all documents.

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Medford Historical Society Papers, Volume 10., chapter 1 (search)
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<