while some, gnorant of their true character, misapprehended and misunderstood their design, so that envy and jealousy were soon added to the obstacles to be encountered. In the winter of 1840, a storm of opposition arose, and but for the most skillful management and vigorous battle, the destruction of the Normal School and a dishonorable return of his money to Mr. Dwight, would have been the consequence. God be praised, the Old Bay State, which none love more tenderly than those who no longer dwell among her enlightened people, was saved this burning shame! The victory over political and theological opposition, over narrow-minded jealousy and rivalry, gave rise to a better understanding and an unexpected degree of popularity. So God every where "makes the wrath of man to praise Him." Opposition did not cease at once, but it never again gained strength enough to be very formidable. The school once started and safely through its first winter, continued slowly but steadily to increase until 1842, when the Principal, exhausted by the labors and anxieties attendant upon it, was compelled to resign and recruit his wasted powers. Thus far he had labored alone; and, that he might not give an argument to the most penurious, and in order to make the limited funds hold out as long as possible, had not only managed and taught the school, but had performed some of its most menial offices.

Both Mr. Peirce and Mr. Mann at once fixed upon Rev. SAMUEL J. MAY, as a most worthy successor, and, by their solicitations, Mr. May gave up his parish in South Scituate, and accepted the appointment, Sept. 1, 1842. Mr. May, a native of Boston, was graduated at Harvard University in 1817. During his college life he taught school in the winter, first in Concord and then in Beverly. Having completed his studies, preparatory to the ministry, at Cambridge, he commenced preaching in December, 1820, "the very Sunday after Daniel Webster's solemn charge to the occupants of the pulpit to be faithful to the cause of the enslaved." In 1822 he was settled as a pastor in Brooklyn, Conn., where he remained fourteen years; being, during the whole of that time, a member of the School Committee of the town, and devoting much time and thought to education. It was at his instance, that in 1826 the first popular convention on the subject of education and the improvement of schools was called. In the years 1832-3-4 and 5, he devoted much time to the anti-slavery cause, in connection with Mr. Garrison, George Thompson, and the abolitionists. From 1836 to 1842 he was minister of the church of South Scituate, Mass., and in the spring of 1845, was settled as minister of the First Unitarian Church in Syracuse, N. Y., where he at presen resides. During Mr. May's connection with this Institution its numbers greatly increased, and he was compelled to summon to his aid assistants.

The fortunate selection of Miss CAROLINE E. TILDEN, doubtless added still further to the popularity of the school. Miss Tilden, a former parishioner of his, was educated at the Bridgewater School, and by her peculiar genius and talents, high culture and zeal, was well-fitted for the post. Her heart was full of kindness, her manners attractive, and her eye was an almost irresistible charm. Her career was short; she "preferred to wear out rather than to rust out," and soon passed away. Her associate, Miss ELECTA N. LINCOLN, was a pupil of Mr. Peirce, a pupil and then an assistant of Mr. May, again an assistant and chief support of Mr. Peirce, and most ably conducted the affairs of the institution during the interval between the close of the administration of Mr. Peirce and the beginning of that of Mr. Stearns; and with the latter she labored with untiring zeal and faithfulness, assisting him to carry the school through a most difficult and critical period, as no other could have done, encouraging him by her example and cheerful spirit, until her marriage in 1850 to Mr. George N. Walton, of Lawrence.

It may be well to state here, once for all, that it is impossible even to allude to the many highly cultivated, noble-spirited, self-sacrificing ladies who have from time to time labored in this school. May God bless them all, as they have blessed others!

An account of Mr. May's Educational Labors, with his Reminiscences of the Educational "Revivalists," will be found in the American Journal of Education, Vol. XVI, pp. 141-145.

The school having now quite outgrown its accommodations, Mr. May urged upon the citizens of Lexington the necessity of providing more ample ones, if they would retain it. But a spirit of apathy had fallen upon the people, or posibly they felt too sure of retaining the school without exertion on their part, and nothing was done. Finding that there was no hope at Lexington, Mr. May visited several other towns in the vicinity, and succeeded in finding in the then greatly secluded village of West Newton, a suitable building and grounds, and a manifest desire for the school on the part of the citizens. The premises had cost originally $3000, but were greatly out of repair, and were now offered at $1500. But how to raise the sum was a question. The Board of Education had no funds which could be appropriated for such a purpose,-the munificence of private persons was apparently exhausted,-the prosperous school bid fair to die of poverty. In this strait, Mr. Mann, to whom this school was dear as the apple of his eye, had recourse to an old, well-tried, personal friend, as well as a friend of popular education, who had stood by his side in defense of Normal Schools "when they were a novelty on this side of the water, and ignorance, bigotry, economy and ridicule were arrayed against them." For five years they had progressed steadily in usefulness and popularity, but their permanent establishment was not considered to be certain. The school at Lexington was the most popular, and the scholars more than the building could accommodate. Should it die for the want of $1500 ?* Should all the anxieties, labors, and triumphant successes be lost for the want of so small a sum? On the other hand, let a building be purchased, and the school would have a home at once; it would be immediately placed above contingencies; it would have stability and strength. No wonder that Mr. Mann, in his anxiety to seize the golden opportunity, and in full view of the glories of success and the sad consequences of failure, in the figurative language which he was, perhaps, more likely to use than approve, exclaimed, as he rushed into the office of the Hon. Josiah Quincy, Jr., of Boston, “Quincy, do you know of any one who wants the highest seat in the kingdom of Heaven? for it is to be bought for $1500?" Mr. Quincy asked what he meant. An explanation followed. Mr. Quincy, with noble generosity, at once drew his check for the amount, directing Mr. Mann to buy the building, "take a deed in his own name, and, in case the Normal School system should be abandoned, to devote the proceeds that might arise from a sale of the building to the advancement, in any way he pleased, of common school education." The building was out of repair, and Mr. Mann sold his library and stocks, and expended $1500 of his own money upon it. The citizens of West Newton gave $600 more, the State added something; the broad seal of permanency was affixed, and success was written over against experiment.

While things were thus progressing with reference to removal from Lexing ton, Mr. May, finding that his predecessor, Mr. Peirce, had recovered his health, with characteristic modesty and distrust of his own success, at once stepped aside and, by his resignation, August 31, 1844, made way for the re-appointment of Mr. Peirce, which took place September 1, 1844.

Mr. Peirce brought to his work renewed health and vigor, and, if possible, more comprehensive views of its nature and importance. The experiment was now regarded by the public generally as successful, and people began to seek to enjoy its benefits rather than to destroy it. A new Model Department was created and placed in charge of Mr. George N. Walton.

On the 20th of March, 1845, the Legislature resolved, "That the schools heretofore known as Normal Schools, shall be hereafter known as State Normal Schools," thus formally adopting them into the school system of the State, and, by implication, becoming responsible for their generous support and conduct. That must have been a proud day for Mr. Peirce. His favorite school had sueceeded. The little one had become a thousand; the mustard seed a mighty tree, and its leaves were for the healing of nations. After three years more

*To mark the progress of the Normal idea-the necessity of special training for the work of teaching, it may be mentioned that the two last established State Normal Schools will have buildings which will cost-the one at Winona, (Minnesota,) at least $100,000, and the other, at Terre Haute, (Indiana,) with the grounds, over $150,000. The grounds and building of the State Normal University of Illinois, cost over $250,000.

of unremitting labor, the health of Mr. Peirce again broke down, and he was compelled to resign in April, 1849, worn out and grown old before his time; his physical condition bearing witness to the nature and extent of the labor he had performed, and the responsibilities he had borne. On leaving the institution, his pupils and friends, by a public meeting and presentation of $500, to defray in part his expenses to Europe, testified their appreciation of his services, and love for him as a well-tried, devoted friend.

We have no time to give an analysis of Mr. Peirce's character, or of his method of instruction. This must be left to other persons and a fitter occasion.

Mr. Peirce's successor was EBEN S. STEARNS, a native of Bedford. He was appointed in May, 1849, but did not enter upon his labor until the following September, spending most of the intervening time in visiting schools in this and other States, preparing himself for the work. Mr. Stearns graduated at Harvard University in 1841, and was immediately engaged in teaching; first in charge of the Ipswich High School; then of the Free Street Female Seminary in Portland, Maine, whence he removed to Newburyport, organizing and teaching in the Female High School as its first Principal. During this time he observed carefully the nature and workings of our Common School system; and, being required to establish and conduct a teacher's class in his school at Newburyport, he not only had opportunity to acquaint himself with the Normal Schools, but also to gain considerable experience in the preparation of teachers.

The school now became very large. The Model School was moved across the street to excellent accommodations fitted for it by the town of Newton, and now became, under Mr. Allen, one of the most useful and popular of schools. The room vacated by the Model Department was speedily appropriated to the growing wants of the Normal School. Even this was not enough, and the question of a new building and larger accommodations began to be agitated.

The increase of numbers made possible some changes, which, with a smaller attendance, might have seemed of doubtful expediency. The requirements for admission were more rigidly exacted. Pupils falling short of the required age, but a few days often, were rejected. A severe and binding pledge was given in writing by every candidate, that she would be faithful as a member of the institution, and devote herself to teaching, if qualified, in the schools of this State, and every one unwilling to give this pledge was excluded. The examinations for admission were made as severe as they well could be, and were conducted by members of the Board of Education, assisted by the teachers. None were allowed to stay in the school who did not give promise of aptness to teach, and ability to manage schools, however faithful in study or agreeable in behavior. The course of study was extended half a year, and made as thorough as possible; and an additional three years' course was introduced for such as sought a still higher culture. The carefulness and severity practiced in admitting pupils, the strictly professional character of the school, and the sifting and resifting, which the pupils had to undergo, had an obvious tendency to keep down numbers, as well as to raise the standard of acquisition. In 1850, and again in 1851, the Board of Education took measures to bring before the Legislature the increasing wants of the school, and on "May 13, 1852, the sum of $6000 was placed at the disposal of the Board of Education to defray the expenses of providing a more commodious site and building, and the necessary appurte nances and apparatus for the accommodation of the State Normal School at West Newton; and the Board were directed to receive propositions from towns and individuals in aid of these objects, and afterwards to make such selection as would, in their opinion, best subserve the interests and accommodate the wants of said school. The time for receiving such propositions was limited to six months.

Propositions soon began to come in. Lexington, seeing here an opportunity to recover the ground so carelessly lost, made most praiseworthy and liberal offers, and urged her claims strenuously. Salem, with that large-hearted generosity for which her citizens are so conspicuous, offered to provide such a building as the Board would direct, and meet the expense. Many other places made offers. West Newton was, perhaps, on the whole, the least liberal. The

people had believed the school to be permanently located on the side of their pleasant hills; "they didn't like the idea of other towns trying to buy it away;" "they did not believe that the opulent and liberal State of Massachusetts really wanted their money or cared for more than a testimonial of good will;" they did not realize, that, under Providence, the Normal School and the influences brought with it, and attendant upon it, had raised their village from comparative obscurity to notoriety, and added to it a large and cultivated population and considerable wealth. The landholders did not seem inclined to part with a suitable site for any reasonable sum; and, in short, the effort of West Newton to retain the school, was too feeble to carry with it much weight. The final determination of the Board was to transfer this school to Framingham Centre, and to reward the generous impulses of Salem by creating a new State Normal School which should be located in that city. The Salem school was accordingly soon organized, and from that time to the present has been in a most flourishing condition.

A site for the new school building having been selected in Framingham, the work of erection was soon commenced, and the school removed and established in its new and appropriate quarters on December 15, 1853, on which day the house was dedicated by appropriate services, His Excellency Governor Clifford presiding, and Mr. George B. Emerson making the dedicatory address.

On the 22d of September, 1855, Mr. Stearns, who had been appointed Principal of the Female Academy at Albany, N. Y., resigned his place; and Mr. GEORGE N. BIGELOW immediately succeeded him.

Of the last two administrations we cannot give an extended account, since the historian cannot impartially represent the former of these, and the latter, however prosperous, is still in progress.

In closing this protracted sketch the author must again say that he has found the task of reducing the important facts of history to the limits prescribed, exceedingly arduous, and if much seems dry, or imperfectly stated, or if any fact of importance has been overlooked, he hopes that his desire, ever constant, but unattained, to be very brief, will be the apology.

He must, also, be allowed to recognize the great assistance afforded him in the preparation of this sketch by gentlemen interested in this occasion, and especially by Hon. HENRY BARNARD, from whose excellent Journal many facts have been drawn.

NOTE.

Mr. Bigelow withdrew on account of failing health, in 1866, and was succeeded by Miss Annie E. Johnson, whose inauguration as the first female principal of an institution for the profes sional education and training of teachers, was signalized by an appropriate address as mark. ing an era in American education.

INAUGURATION OF MISS ANNIE E. JOHNSON,

AS PRINCIPAL OF THE

FRAMINGHAM STATE NORMAL SCHOOL,

September 4, 1866.

REMARKS OF GOVERNOR A. H. BULLOCK.

Gentlemen of the Board of Education and Young Ladies:

I have on many accounts deeply regretted my inability to visit this institution earlier in the year. But that regret is now greatly mitigated by the opportunity to be with you upon the present occasion of so great interest, and to bear a part, by my presence rather than by much speaking, in the ceremony of inaugurating a new mode of making the Normal School system attractive and effective.

This system has now been in successful operation more than a quarter of a century. I have attributed its prosperity largely to two instrumentalities. First, during all this period the schools have been under the oversight and direction of a central Board, comprising gentlemen eminent among the people, fit for this great work, and self-sacrificing in this cause of causes, for the present and the future Commonwealth. And, second, the system began under the management of teachers distinguished for their ability, and has been at all times since kept in such hands.

The distinguished gentleman, one of my predecessors in office, illustrious equally in the practical and the ornamental departments of life (Governor Everett,) under whose administration these institutions were established, marked the new epoch in education by delivering an inaugural address. The last thing I did before coming hither was to read over that very striking address, and I was impressed, as I have often before been impressed, by the freshness and originality which he at all times brought to his discussions of the subject of education-discussions ranging over his whole lifetime, and adapted with wonderful versatility to every occasion and to every grade, from the highest university to the commonest school of the land. I noticed that he treated the present topic with more than his wonted caution, derived from history and philosophy. He spoke of the system as an experiment, and discoursed under the evident restraints of a felt uncertainty as to the degree of public sympathy it might attract, and as to the public disposition to make appropriations liberal enough to carry it to the verge of reality and success. His words of counsel have sunk deep into the policy of the State, while his fears have disappeared like morning clouds before the rising culture which has kept pace with the general prosperity. The system has gone through many changes—of locality, of specific plan of administration, of the measure of money appropriations, and of internal details with which you are familiar. But out of all these vicissitudes it has emerged to have and to hold to-day, in the confidence of the people, the position of the central, primary, and essential instrumentality of the entire