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 Life and Educational Labors 
 
 EBENEZER BAILEY 
 
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SKETCH 
 
 Li IV and E due alio luil Labors 
 
 EBENEZER BALLET 
 
 T 
 
 R V. V IJ V> 1. 1 S H E D 
 
 FROM BARNARD'S AMERICAN JOLMIXAL ()F FDCCATIOX. 
 
 ISGl. 
 

 
This memoir was prepared at the request of the Editor for pviljlicatioii 
 in tlie American Journal of Education. A few copies are [irinted in this 
 form for the gratification of the friends and former [)U}nls oi' Mr. JJailcy. 
 
 II. B. 
 Hartford, Ocluher, ISGl. 
 
INTRODUCTION 
 
 In compiling a brief sketch of the life ami labors of the late 
 lamented Euexezer Bailey, the indulg-ence of his friends and of the 
 [>ublic must be solicited for its many deficiencies and imperfections. 
 So Innp- n period has elapsed since his death, -which took place, August 
 oth, 18:19, that mnuy of those little incidents and traits of ch.aracter, 
 which add so much to the interest of a biography, have necessarily 
 laded from the memory of those who knew liim best. The death of 
 his widow, some two years since, has moreover deprived his friends 
 of the testimonv of one who could better than any other have sup- 
 plied the ga|)s ifi his personal history. Then again, a large amount 
 of material which had been collected and placed in the hands of the 
 late Mr. Barnuni Field, for the purpose of preparing a memoir, was 
 unfortunately destroyed after Mr. Field's decease. And his cor- 
 resjiondence which was very extensive, and carefully preserved, being- 
 most methodically arranged by his own hand, still referred so much 
 to matters of a mere personal or local interest, as to furnish but very 
 scanty data for a sketch of his life. A few family letters, a journal 
 kept during a part of the year 1818, and some unfinished manuscripts 
 on various scientific subjects, comprise all the material available for 
 use. 
 
 Pkovidexce, R. I., September, 18G1. 
 
MEMOIR. 
 
 EuEXEZER Bailey, one of tlie founders of the American Institute 
 of Insti'uction, was born in AVest Newbury, Massacliusetts, June '25tli, 
 1795. His father, Paul iKiiley, with his niotlier and ancestors on both 
 sides for many generations, were ;dl natives of that ancient and 
 beautiful town on tlie shores of the Merrimac. His father possessed 
 a small but well-cultivated farm, and by his industry and economy, 
 like so many of our New England yeomanry, reared his family of 
 four children to those habits of enterprise and intelligence which lead 
 to usefulness and honor in after life. The youngest of these children, 
 Ebenezer, most resembled his mother in disposition. To her he was 
 deeply attached ; and her death, which took place soon after he 
 graduated, he never ceased to deplore. Two of his own children in 
 ;ifter life bore successive!}', her loved and honored name, P^miria Carr. 
 
 AVhy he was selected as the aspirant for college honors, is not 
 known, unless it were from the love of learning, and love of books 
 he very early manifested. Not that he was in any sense a hook- 
 'worm in his boyish days; on the contrary, he was full of life and 
 activity, the foremost to engage in every manly sport, and the leader 
 in every venturesome expedition. He had a taste for mechanical 
 contrivances and was ingenious in making little machines, and, so to 
 speak, philosophical playthings. Even then his warm heart and gen- 
 erous, kindly nature made him a general favorite, and some of those 
 who wept at liis grave, dated tlie beginning of their friendship from 
 these early days. 
 
 The same enthusiastic love of nature, the same remarkable order 
 and method, the same perfect neatness and propriety, the same regard 
 for truth and honor which characterized him in after life, were con- 
 spicuous in him as a boy. So true it is, — 
 
 " The child 's the fatlicr of the man." 
 
 lie entered Yale College, New Haven, in the year 1813, at the age 
 of eighteen. His father provided liberally for his education, and his 
 college course was alike honora'ole to himself and satisfactory to his 
 friends. Although always ;i, close student, Ik^ was a favurite with his 
 
JO EUENKZER 15A1LEV. 
 
 class, and many of his college frieiidsbips continued unbroken ihrough 
 life. Indeed this was the peculiarity of the friendships which he had 
 the rare gift of ins])iring — their warn:ith and devotion which neither 
 time nor absence could quench, and which rendered them sti'ong and 
 lasting as life itself. 
 
 He graduated with honor, September 17th, 181 V. His views and 
 prospects at this time, may be learned by the following extracts from 
 a journal which he kept for a few years. 
 
 "New Havex, Saturday, December 27th, 1817. 
 "I left Newbury the first of September, accompanied by my father, 
 for New Haven, with a determination to visit the Southern states in 
 the capacity of an instructor after I had taken my degree. Accord- 
 ingly after commencement, my father who has never refused me a 
 competent supply of money, gave me at my request three hundred 
 dollars. I thought this would be sufficient to pay my bills, and leave 
 $150 to defray my expenses to the South. But as is generally the 
 case with those who had rather see a trader use his pen than change 
 a note, my debts were greater than I expected ; so that I had some- 
 thing less than $70 left for my Southern expedition. But my father 
 had gone home ; and with this sum I was to make my debut into the 
 wide world of active life! 
 
 Though I had lived at home but little since I was fifteen, and of 
 course had been accustomed to associate and deal with strangers, 
 still I was very little acquainted with the art of living. The 
 generosity of my father had always hitherto supplied me with a 
 quantum suj/icil of cash ; but now I began to suspect that to earn 
 and to spend v.ere not quite the same thing. Neither was it alto- 
 gether so easy and pleasant for one to hold his own purse strings — 
 especially if there be nothing in it but a memorandum of debts! — as 
 I used to fancy it when a boy. I well recollect that then, when a 
 hint to my father, like a merchant's woid, would pass for more than 
 it was worth — I engrossed in flaming capitals in my pocket book, — 
 
 '(jOU LOVETIl THE CIIEEHFL'L GIVER,' 
 
 but were I now to honor my red morocco vacuum, with a motto, it 
 would be from Shakspeare ; "Who steals my purse, steals trash; — 
 'tis something, nothing^ 
 
 ]3ut to return to my seventy dollars. A class-mate and paiticular 
 friend, whose purse was not as long as his credit, needed fifty dollars 
 to clear him out ; and I freely lent him the sum, on condition he 
 should send it back by the next mail after he reached home. It so 
 nappened that he did not return it for cujlit weeks. During this 
 
EBENEZEU BAILEY. H 
 
 period I received several applications to go South, whicli I could not 
 accept for want of funds to get there. And when, at last, my money 
 did arrive, my expenses in the city had consumed it all into four or 
 five dollars ! What measures to take in this extremity, I knew not. 
 I was about two hundred miles from home, without experience in 
 manao-ing, without money, witliout means of procuring any (unless 
 hv writing homo, which my pride forbade) and I had almost said — 
 without hope. I resolved and re-resolved till I found myself con- 
 siderably in debt and not a cent in pocket. But conscious withal 
 
 that 
 
 ' A poor spirit 
 
 Is poorer than a poor pui'se,' 
 
 I determined not to yield to circumstances, but if possible, to make 
 circumstances yield to me." 
 
 He then goes on to state that being unable to carry out his original 
 plans, he concluded to purchase the good will and fixtures of a private 
 school for boys recently established in New Haven. He found that 
 he had been most grossly deceived in regard to the prospects and con- 
 dition of the school, but by great energy, he brought it up to a good 
 reputation, and the number of scholars rapidly increased. At the 
 same time, he entered his name as student at law in the office of Hon. 
 Seth r. Staples, intending to make that his profession. But he soon 
 found this double burden too severe a strain even for his iron constitu- 
 tion. At that time it was his habit to study till midnight, and rise at 
 five in the morning to resume his labors ; and his health began to 
 suffer from this unremitting toil day and night. So a favorable 
 opportunity offering, he disposed of his school, abandoned forever the 
 study of law, and engaged as tutor in Col. Carter's family at Sabine 
 Hall, Richmond County, Virginia. 
 
 It is curious in this swift-moving age, to trace his slow and tedious 
 journey by stage and boat. Leaving New Haven, December 29th, 
 1817, he did not reach Sabine Hall till the 12tli of the following 
 month. Here he was received with true Virginian hospitality, and 
 soon won the attachment of his pupils, and the respect and confidence 
 of all with whom he was brought into contact. His position was 
 peculiarly favorable for seeing Southern customs in their best aspects, 
 and his year's residence in Virginia was always regarded by him as a 
 pleasing episode in his life. Col. Carter numbered among his friends 
 and family connections some of the oldest and most aristocratic 
 families in the state. The plantation was very extensive, the house, 
 of the old English style, was at once peculiar and picturesque, the 
 grounds were spacious and handsome, the equipages, attendants, in 
 
12 EHENEZER BAILEY 
 
 short, the \v])ole ostabHshineiit on the hxrgost and most liberal scale. 
 The free and open hospitality of the society there impressed Mr. 
 Bailey very favorably; and he was no less struck with the lack of 
 that thrift and home comfort so dear to the heart of a New Eng- 
 lander, which was often strangely blended with an almost princely 
 magnificence. 
 
 While in Virginia, he accompanied Col. Carter's family in their 
 annual summer excursion to the mountains, and spent some time at 
 Oakly, a seat in the northern Neck of Vii-ginia. His journal con- 
 tains full and glowing descriptions of the various scenes he visited ; 
 particularly of Harper's Ferry, and the other wonders of nature in 
 that region, and of his visit to the birthplace and the grave of 
 Washington. The journey was mostly performed on horseback, and 
 gave rise to many amusing and exciting adventures. In the absence 
 of inns, the party used generally to pass the night at the residences 
 of their various friends on the route, often prolonging their stay to 
 several days. In his remarks upon the ladies of a family thus visited, 
 may be traced the germ of the conviction which he afterwards so 
 strongly cherished and so triumphantly maintained in regard to the 
 mental powers and capacities of woman. "These ladies," says he, 
 "show by their e.xam pie, that the toilet ought not to engross the 
 whole of a woman's life; that her mind is capable of higher and 
 nobler attainments than to adjust a ribbon or display a gewgaw to 
 the best advantage !" 
 
 His remarks on the frivolity of life at the Springs show an unusual 
 gravity and dignity of character for a young man of twenty-three. 
 After indulging in a vein of humor and sportive satire on the various 
 classes of pleasure-seekers there congregated, he adds, "For a per- 
 son who considers life too short to perform the active duties incum- 
 bent on man — who views all actions in reference to their ends, and 
 receives pleasure from them in proportion to their utility, a watering- 
 place has no charms ; and even the votaries of pleasure soon become 
 satiated." 
 
 Perhaps in the present excited state of the public mind, it may not 
 be uninteresting to know how the subject of slavery was regarded in 
 Virginia some forty years since; at least how it apj)cared to be 
 regarded by one who had wide opportunities for observation, and who 
 was certainly unprejudiced and dispassionate in liis judgment. The 
 following paragraph seems almost prophetic. 
 
 "Statesmen and politicians have already begun to discuss the most 
 feasible plan for emancipating all the slaves in America. It is 
 probable that a century will be too short a period to finish this great 
 
EBENEZER UAir.EV. -^3 
 
 work ; but there is 110 subject wliicb so loudly aiul imperiously 
 demands the attention of the American people as this. The people 
 of the South begin to view slavery in its true light. Instead of a 
 blessing, they regard it as a curse, entailed upon them by their 
 ancestors, which it will require all their energies to do away. On this 
 subject, I have heard but one voice in Virginia. A dark cloud lianrjK 
 over the future destinies of tliis section of our couniri/, ivhichfew cat/ 
 behold ivitliout trembling, and of wliich its inJiabitants arc falli/ 
 aivarc.'''' 
 
 Mr. Bailey remained a little more than a year in Virginia, when 
 he returned to West Newbury, and afterwards went to Newburyport, 
 Massachusetts, where he opened a private school for young ladies. 
 There he formed many life-long ties, llis friendship with the Rev. 
 John Pierpont, which death has hardly severed, there commenced ; — 
 and there are many others wlio still recall with pleasure these early 
 days sacred to glowing hopes, and true and honest hearts. There too, 
 he was introduced to the fiimily of Mr. Allen Dodge, then a merchant 
 of that town, who placed his daughters under his instruction; one of 
 whom a few years later, became his wife. Iler brotlier, Hon. Allen 
 W. Dodge, now of Hamilton, Mass., has cordially furnished a most 
 faithful portraiture of his departed friend and brother, which will be 
 introduced hereafter. 
 
 Highly appreciated and successful in Newburyport; he yet I'egarded 
 Boston as a wider and more congenial field of action; and in the 
 year 1823, accepted with pleasure an appointment as head master of 
 the Franklin Grammar School for boys in that city. This school had 
 latterly fallen into a very low state of discipline, and the boys had 
 almost held the reins in their own hands ; but a few firm but judicious 
 cases of discipline at first, soon established the authority of their new 
 master, who then easily won their love and confidence. The power 
 of his influence over them may be illustrated from the foct, that 
 being unavoidably detained from school one morning, he bent his 
 steps thither late in the forenoon, almost dreading to encounter a 
 scene of anarchy and confusion ; to liis surprise, however, he found 
 the whole school in perfect order and busily engaged in the prepara- 
 tion of their regular lessons, having elected two of the best scholars 
 in their number, as teachers ^:)?-o tern. ! 
 
 Early in the year 1825, he was married to Miss Adeline Dodge of 
 Newburyport. Although very young, only eighteen, she possessed a 
 mind of fine natural endowments, improved by a much more liberal 
 course of education than was common at that day. A constant 
 sufferer from ill-health through life, she was ever iho true svmpn- 
 
14, EnilNEZER BAILEY. 
 
 tbizing wife, whose love and reverence for lier liushand knew m 
 bounds. 
 
 In the same year lie was unanimously pronounced the successful 
 competitor for the Prize Ode to be delivered at the Boston Theatre 
 on the anniversary of Washington's birthda}". A few extracts from 
 tliis poem will show that he possessed poetic talent of no mean order. 
 Many of the fugitive pieces from his pen that appeared in the jour- 
 nals of the day, w-ere of marked beauty; and indeed, Griswold 
 includes him among his "Poets of America.'' lie was several times 
 appointed Post for the Anniversaries of the Phi Beta Kappa of his 
 Alma Mater, an honor which, however, circumstances always prevented 
 him from accepting. 
 
 The Ode which is entitled "The Triumphs of Liberty," opens with 
 an invocation to the Spirit of Fi'cedom, and then depicts her triumphs 
 in the contests for liberty and independence in Greece, and on " the 
 Andes' fronts of snow," which tlien claimed so large a share of the 
 public sympathy and interest. He next turns to the oppressors and 
 tyrants of the human race, and predicts their final overthrow. Then, 
 by an easy transition, he invokes the spirit of Washington. The 
 following passage commemorates Lafayette's visit to his tomb. 
 
 " Say, ye just spirits of the good and brave. 
 Were tears of holier feeling ever shed, 
 O'er the proud marble of the regal dead. 
 
 Than gushed at Vernon's rude and lonely grave ; 
 When from your starry thrones, ye saw the son, 
 He loved and hoxioveAJi^—weep for Washington." 
 
 The following are the closing lines of the poem. — 
 
 " As fade the rainbow hues of day, 
 Earth's gorgeous pageants pass away, 
 Tier temples, arches, monuments, must fall ; 
 For Time's oblivious liand is on them all. 
 
 The proudest kings must end their toil, 
 To slumber with the humblest dead, — 
 
 Earth's conquerors mingle with the soil, 
 That groaned beneath their iron tread ; 
 And all the trophies of their power and guilt. 
 Sink to oblivion with the blood they spilt. 
 But still the everlasting voice of Fame, 
 . Shall swell in anthems to The Patriot's name, 
 Who toiled — who lived — to bless mnnkinil — and iuirled 
 
 Oppression from the throne, 
 Wliere long she swayed, remorseless and alone. 
 
 Her pcorpion sceptre o'er a shrinking world, 
 
EBENEZER IJAILEV. I5 
 
 What though no sculptured marble guard his duf,t, 
 Nor "laouldering urn " receive the hallowed trust. 
 For him a prouder mausoleum towers 
 Which Time but strengthens with his storms and showers. 
 
 The land he saved, the empire of The Fkee, — 
 Thy broad and steadfast tlirone, triumphant Liberty V 
 
 In the latter part of this same year, the High School for Girls was 
 established as an experiment, and Mr. Bailey was selected as its 
 teacher. He entered on the duties of his office, November 15tli, 18'25, 
 and soon infused his own enthusiasm and spirit into the school. The 
 number of applicants for admission, was more than the limited 
 accommodations provided could possibly contain. I>ut the jealousy 
 of some of the members of the city government was early excited by 
 the rapid strides of the school to popularity, and it was subjected to 
 various petty annoyances, and worst of all to neglect, by those who 
 should have cherished and fostered it. 
 
 The mayor of the city, Hon. Josiah Quincy, in particular, had 
 never been friendly to the school, and pronounced it an "entire failure" 
 in a report which he presented regarding the Public Schools of Bos- 
 ton. Though this report was published after Mr. Bailey's resigna- 
 tion of his position as master of the High School, and when the 
 pi'ivate school he had opened was in the full tide of success, still he 
 felt called u[)on to vindicate the High School from such a charge. 
 Jle accordingly wrote a "Review of the Mayor's Report," in which 
 he set forth the facts with great power and vigor. This Review- 
 attracted much attention at the time, and as it not only contains thy 
 history of the High School for girls in Boston, but also presents some 
 of Mr. Bailey's own views on the subject of education, it has been 
 thought ad\isable to condense it, and append it to this article, where 
 accordingly it will be found. 
 
 The "Young Ladies' High School " established L)ecembei-, ISi'T, 
 in roon:s taken in Spring Lane, may almost be said to have inaugura- 
 ted a new era in female education. Here Mr. Bailey could give free 
 sco]ie to the development of liis favorite and long-cherished ideas as 
 to the wisdom and projiriety of extending the widest and most liberal 
 eultui'e to the female mind. How successfully these ideas were carried 
 out, how nobly maintained, how closely they appealed to the sj'mpa- 
 tliies of the community, may be read in the history of this school. 
 From the first it commanded a wide-spread patronage, and enjoyed a 
 high reputation, not only in Boston and its vicinity, but in remote 
 and distant quarters. It numbered among its members, those from 
 the Soutli and West, from the British Provinces, as well as fi'om the 
 
IQ EBENEZER BAILEY. 
 
 l;irg'er cities and towns of the East. Mr. Bailey was always extremely 
 liberal in freely bestowing all the advantages of the school on those 
 whose means would not allow them to acquire such an education as 
 their talents merited. Beside many others he thus aided, he was 
 for a long time in the habit of educating without charge, one of the 
 graduates from each of the public schools for girls in Boston, leaving 
 it to the masters to select the most deserving. An incalculable 
 amount of good was thus done, and so kindly and delicately that none 
 but the recipients knew the fact. 
 
 All the arrangements of the school were on the most liberal scale. 
 The rooms, ])articularly those at Phillips Place and the Masonic 
 Temple, were spacious, and conveniently, not to say elegantly, 
 furnished. It will be remembered that these points were not con- 
 sidered so important thirty years since, as at the present day ; and 
 Mr. Bailey may almost be regarded as much a pioneer in this respect, 
 as in his views of female education. The convenient desks, the hand- 
 some cases tilled with works of reference and of literature, the cabinets 
 of shells and minerals, the extensive and valuable apparatus, most of 
 it imported from Europe at great cost, were new features in most 
 school-rooms of the day, and added not a little to the interest of the 
 scholars. Then too, if there were a spot for liowers to grow, it was 
 soon covered with bright and blooming plants, for he was not only 
 enthusiastic in his love for tiowers, but was a successful cultivator of 
 them. While every species of innocent amusement was not only 
 allowed, but encouraged at the hour of recess; that once over, the 
 most perfect order was enjoined and expected. 
 
 Justice can hardly be done at this late day, to the various excel- 
 lencies of the school ; to the order and precision combined with a 
 rare spirit and enthusiasm ; to the thoroughness in every department, 
 united with a wide spread culture, and acquaintance with general 
 literature. The course of instruction was liberal, embracing the 
 ancient and modern languages, and the exact sciences, and never 
 neglecting the conimuii English branches. To carrj' out these objects, 
 the best teachers of modern languages and modern accomplishments 
 were obtained that could be procured, and in most cases their in- 
 structions were given in classes, that met after the regular exercises 
 of the school had closed. Besides these, an experienced and accom- 
 plished preceptress, and an excellent corps of teachers trained under 
 his own eye, were constantly employed. The aims and scope of the 
 school may be inferred from his own words, in his annual catalogue. 
 "I regard the discijiline of the mind and the acquisition of knowl- 
 edge as the two ends of <diic;itii)ii. The priiicii)al object in a well- 
 
EBENEZER BAILEV. l^J 
 
 regulated school, should not be to teach the pupils a (/reat m,any 
 things, though this should not be neglected. But it should be to call 
 into exercise the various intellectual powers, and to establish such 
 habits of thought, as shall lead the learner to regard the work of 
 education as only begun, when the days of school-discipline are 
 finished." How well this idea was carried out, let those testify who 
 still are reaping its benefits. Another prominent object of the school, 
 was to fit young ladies for teachers ; indeed, he often recommended 
 teaching for a few months as a proper finale, to those who were about 
 to finish their school course. The young ladies, educated by Mr. 
 Baile}', Avere eagerly sought for as teachers in academies, <fec., at the 
 North, and as governesses at the South. His correspondence on this 
 one point is of no inconsiderable amount, and he probably furnished 
 hundreds of young ladies with situations as teachers. These still 
 sought his advice, told him the difficulties of their new position, and 
 losing him as a teacher, yet retained him as a fiiithful and valued 
 friend. 
 
 Visitors from every quarter were attracted to the school, though 
 there was never any public exhibition or display of any kind. Other 
 teachers often came, wlio noted down all the minutiae of plan and 
 execution, and strove to catch the spirit of the place. To such, 
 Mr. Bailey always freely gave his advice and aid, even when sought 
 by those v.ho were about establishing similar schools in the same 
 city, for he was far above the petty rivalry of little minds, and was 
 generous in his friendship. Perhaps the secret of his success lay in 
 the unbounded influence which he possessed over his scholars, and in 
 the animus which fired the whole school. The master's eye was felt 
 to be on each one of the whole number, and the utmost thorough- 
 ness and precision attended each movement of the complicated 
 machinery. How was this accomplished ? By a very simple method 
 apparently. While the First Class in any particular branch, was 
 under his especial charge, and each of the other classes had its ap- 
 pointed teacher, often when least expected, he came into one of the 
 subordinate classes, and there would be an exchange of teachers. 
 Woe then to the delinquent class, and the delinquent scholar! In 
 tears and trembling, they hear their sentence to review the whole 
 ground again, or are sent into a lower class. But if they do well. 
 how precious is the smile and word of praise which they win ! Never 
 did he fail, in spite of cunningly devised plots and sly manceuvres, to 
 appear before the class in Cicsar, as a guide over the j^'^'^s asinorum! 
 If they stumbled or halted, they were compelled to retrace their steps 
 to the beginning of the journey, and so gather strength fir flu' conflict ! 
 
2g EBENEZER BAILEY. 
 
 The system of reviews was very comprehensive and tlioroiigh. 
 Every book that was gone through with by a class, was reviewed to 
 him ; she who could satisfactorily recite the long lessons assigned, 
 could take another book; otherwise must go over the same ground 
 with the next class. The Latin Grammar in particular was studied 
 with almost unequaled thoroughness, and, in fact was never abandoned, 
 while the study of Latin was continued. Every lesson and exercise 
 was carefully marked, and merits were deducted for tardiness and 
 misconduct. At the close of the term, a balance was struck; she 
 who had the greatest number of merits, took the "first rank," and so 
 on through the whole school. There was an immense amount of 
 competition for these honors ; and as extra merits could be obtained 
 for extra exercises, the contest sometimes became not only exciting, 
 but almost injurious to health and strength. There was no ^:)?-/2e held 
 out to these competitors, some of the "little girls" to be sure, wore 
 medals while at the head of their classes, but these victors, like 
 those in the Olympic games, contended for the honor of the victory 
 alone. 
 
 The reputation which the Young Ladies' Higli School enjoyed for 
 excellence in reading^ and in compositions, may excuse a somewhat 
 extended account of the means employed to bring about this profi- 
 ciency. Perhaps the shortest explanation may be to say, that these 
 classes were under Mr. Bailey's personal supervision, and thus put 
 forth every effort to meet his expectations. Arranged solely in refer- 
 ence to these two branches, without regard to any other, the poorest 
 scholar in other respects, felt that here she might achieve a success. 
 The reading was always in presence of the whole school, who were 
 required to give their attention to it, and often to vote on the promo- 
 tion of those they thought worthy of advancement. The reading- 
 was remarkably distinct and natural, and free from every thing like 
 "mouthing'' or affectation. Original compositions were required 
 weekly, from each scholar, who was usually allowed to select her 
 own subject. These compositions were most carefully corrected and 
 criticised ; and when one appeared of unusual excellence, it was 
 "recorded," that is, copied into a book kept for that purpose, and the 
 writer, if in a lower class, was at once promoted to the first class. 
 Thirty large quarto volumes Avere thus filled with essays, tales, poems, 
 and even dramas, many of which Avere of high order. Three of the 
 best readers in the school were selected by ballot, to read these com- 
 positions, and this exercise Aveekly attracted a large and intelligent 
 audience, drawn not from curiosity alone, but by the interest of the 
 pieces, and by the excellence of the reading. 
 
EUENEZER BAILEY. 19 
 
 I'erhaps tlie eyes of some may rest upon this page to whom tliis 
 sketch, imperfect as it is, presents no vague abstraction. They can 
 recall the kindling eye and glowing cheek of these youthful aspirants 
 for knowledge; the// can tell of the untiring interest which never 
 flagged in ascending her rugged steeps. No teacher ever held more 
 absolute control over the hearts of his scholars, or ever had more 
 entire confidence reposed in him, which was constantly manifesting 
 itself in various ways. From the many expressions of love and 
 friendship which he received from time to time, the conclusion of the 
 farewell address of his pupils on his giving up the charge of the 
 Young Ladies' High School, is selected as showing how they regarded 
 him, 
 
 " We are grieved that you deprive us of the advantage of your 
 instruction. We are disappointed that you leave the sphere which 
 has seemed so peculiarly your own. We should better love to see 
 you continue to occupy the station for which you are so admirably 
 qualified. We are sure that many, many voices from abroad will echo 
 our sentiments ; that many amongst your former pupils, who have 
 witnessed your faithful exertions in the cause of intellectual advance- 
 ment, observe with feelings of regret, your abdication of the seat 
 where vou have so long remained, surrounded by pleasant associa- 
 tions and grateful remembrances. 
 
 You go from us — how shall the mind know its home, when the 
 genius that identified it, has departed ! We can not forget you ; but 
 where you go, you will not be reminded of us by everything about 
 you. May we ask you then to take this simjjle piece of plate, that 
 the sight of it may bring before your mind's eye, those whom you 
 now leave, whose kindest wishes for your happiness, whose deepest 
 interest in your prosperity, will ever be with you." 
 
 While Mr. Bailey's time and thoughts were chiefly occupied by the 
 duties of his profession, yet he was by no means, the mere pedagogue. 
 Ilis mind was comprehensive and far-reaching in its aims ; his indus- 
 try, imtiring; and his public spirit led him to accept many positions 
 which were no sinecures. In 1830, he was one of a committee to 
 draft the constitution for the permanent organization of the American 
 Institute of Instruction ;* and he held various oflices in that body, 
 which iavolved a large amount of labor and correspondence. He 
 was also appointed on committees to publish volumes of the Lectures 
 delivered before the Institute, and to arrange the programmes of the 
 meetings when held in Boston — which duties must have encroached 
 considerably on his time. He was a member of the City Council of 
 
 * See Barnai-d's '■'American Journal of Education," Vol. II.; p. 24. 
 
20 EUENEZEll BAILEV. 
 
 Boston for several years; and was also a Director of the llouse of Re- 
 formation, in which institution he always manifested a deep interest, 
 and to promote the welfare of which, he labored faithfully and 
 judiciously for many years. 
 
 His literary productions during this period were important, and 
 involved much time and labor. He was a frequent and welcome con- 
 tributor to the columns of the '•'■Courier,^'' then edited by his friend 
 Mr. Buckingham, and to several other j^apers and periodicals, lie 
 was often called upon to deliver lectures before lyceums, and indeed 
 was president of the Boston Lyceum and one of the directors of the 
 Boston Mechanics' Institution. Several unfinished works on Geome- 
 try, Astronomy and other scientific subjects, and copious Note-books, 
 attest his industry. Besides these, he compiled in 1831, an excellent 
 selection of reading lessons, well known for many years, as "TAc 
 Young Ladies' Class Book.^'' This was followed by '■'•BakeweWs 
 Fhilosojyhical Conversations,'" an English treatise on Philosophy, 
 written in a familiar style, which he revised, and adapted for use in 
 American schools. But the work which most bears his peculiar 
 stamp as author, and by which he is best known, is '■'Baileijs Algebra," 
 pubhshed first in 1833, and designed especially for the use of young- 
 ladies — though it has also been extensively used as a text-book for 
 boys. It was the first work on the science that pretended to be 
 adapted to the wants of beginners, and its pojiularity was such, that 
 it continued to be used in spite of the numerous and more modern 
 treatises that were constantly issued from the press. So much so that 
 its publishers have recently had it thoroughly revised and enlarged, in 
 order to adapt it more fully to the wants of schools of the present 
 day. 
 
 It will be asked, "How was Mr. Bailey able to accomplish so 
 much?" By simple, unremitting industry, and method in all his 
 operations. He rose very early, sometimes at three and often at four 
 o'clock, and studied before breakfast. Though very hospitable, he 
 did not mingle much in general society. His pleasures were simple ; 
 to cultivate his little garden, bowl for a few hours with some of his 
 chosen friends, take a ride with his fomily in the beautiful environs 
 of Boston, these he enjoyed keenly, and entered into with all his 
 heart. His health was almost uniformly good ; he was never troubled 
 with dyspepsia and headache, th^e banes of the school-room. And 
 when even his strength and power of endurance flagged at the end 
 of the year's work, a run into the country in the summer vacation, or 
 a few weeks' gunning on the marshes of Cape Cod, would soon restore 
 his wonted vigor. His massive frame, and uncommon stature, to- 
 
EBENEZKIi HAILEV. 21 
 
 o-etlier with his somewhat peculiar style of dress, would at onco cause 
 him to be singled out in a crowd. His features were decided and 
 strongly mai-ked, and denoted power and force of character ; while 
 his eye was expressive of a kind and tender nature. A hard worker 
 while he worked, no one enjoyed more the hour of leisure, a pleasant 
 talk with his friends, or a merry romp with his children. 
 
 Thus happily and usefully the busy years fled on. Blessed with 
 health and prosperity, almost idolized by his scholars, surrounded by 
 a circle of true and noble hearted friends, men and women of talent 
 and refinement, happy in his family and home — his cup of earthly 
 blessings seemed indeed to be full and running over. But a change 
 was near at hand; misfortune overtook him suddenly, and fi-om every 
 quarter ; so that to use his own expressive words, it needed not the 
 assurance of Holy Writ to convince him, "that man is born unto 
 trouble, as the sparks fly upward." 
 
 The crisis of 1837 is doubtless well remembered. Mr. Bailey suf- 
 fered heavy losses in the general panic and pressure from the failure 
 of those who owed him, to meet their engagements, and from the 
 withdrawal of patronage from his school. At the same time, he was 
 deprived of the income of his books, through the failure of his pub- 
 lishers. His current expenses had always been great; for he had 
 always spent freely so long as he had means, and had been generous 
 almost to a fault ; and the crash found him with his resources crip- 
 pled, and totally unprepared to meet the storm. 
 
 In this emergency he acted promptly and decidedly. He at once 
 broke up his establishment in Boston, disposing of every superfluous 
 article, including even the greater part of his large and valuable 
 library, and determined to relinquish his connection with the Young- 
 Ladies' High School, and to open a private school for boys in the 
 country. But his troubles had not reached their climax. The gen- 
 tleman who purchased the good-will and fixtures of the school, died 
 suddenly of brain fever, after the papers had been signed and before 
 the first payment was made, leaving his estate utterly insolvent. Mr. 
 Bailey was almost ruined by this event ; yet he was not crushed by 
 it, as a weaker nature might have been. His warmest sympathy as a 
 man and a Christian was at once excited for the family thus suddenly 
 rendered desolate ; and he endeavored as much as possible to arrange 
 matters for their benefit, and was never heard to utter a word of re- 
 [iroach in reference to the whole matter. 
 
 Having settled up his aftairs as well as possible, Mr. Bailey opened 
 his school for boys in the follovt'ing summer at Roxbury, feeling that 
 he was indeed a poor man and had the world to begin over again, but 
 
22 EBENEZER BAILEY. 
 
 going to work with a brave heart and a cheerful spirit. The school 
 was intended to be select and of a high character, and the number 
 was limited to twenty, all of whom were engaged to enter at the 
 time of his death. Should this sketch come to the notice of any of 
 those who then had the privilege of being his pupils, they will 
 readily recall the delightful relations subsisting between him and 
 them. At once friend and teacher, they not only sought his counsel 
 in their studies, but in all their sports and amusements. No expedi- 
 tion was quite complete without his presence. They loved him as a 
 fother, and their grief at his death was deep and uncontrollable. 
 
 In the spring of 1839, he removed to Lynn, and rented the estate, 
 then known as " Lynn Mineral Spring" — but now as the elegant seat 
 of Hon. Richard Fay — " Linmere." In this charming spot, he seemed 
 to breathe a freer life and air. The wild and romantic scenery on 
 the shores of that beautiful pond, might well satisfy the most ardent 
 lover of nature, while his tasteful hand found abundant and pleasing 
 occupation in arranging tlie grounds, and bringing order out of con- 
 fusion. Never had he seemed so perfectly happy, never did life seem 
 to open such noble aims. He was content to live simply and to work 
 hard, that he might thus be enabled to discharge every obligation he 
 had incurred ; and a long, happy, and useful career seemed opening 
 bright before him. But the end was drawing nigh. 
 
 One sultry afternoon in mid-summer — Friday, July 26th, — coming 
 hastily into the house, he stopped on a large nail with such force, that 
 it ran its whole length through his boot into his foot. Entering the 
 house, he drew it out with some efibrt, and handing it to his wife, 
 said, "lay that away, there may be a sad tale to tell of it." It is a 
 little singular that he had always had a peculiar dread, almost an in- 
 stinctive horror of the lock-jaw. With this feeling, no time was lost 
 in applying the proper remedies, and in consulting the best medical 
 advice at hand. He also consulted Dr. Hayward of Boston, formerly 
 his family physician, and nothing that could be done, was neglected ; 
 though after a few days, the pain and inflammation had so much sub- 
 sided, that it was hoped by his family that their apprehensions of 
 danger were groundless. 
 
 On Saturday, the ninth day after the accident, the summer vaca- 
 tion commenced, and most of his scholars departed for home. He 
 took leave of them pleasantly and cheerfully, giving each a kind 
 word, and then sat at his desk the rest of the morning busily engaged 
 in writing. It was afterwards found that he was occupied in airang- 
 ing his papers, and leaving directions for the guidance of his family 
 in case of his death. At dinner he appeared composed and calm 
 
EnENEZER BAILEY. 
 
 23 
 
 and cheerful as u^iiial, but it was noticed he did not eat. To the 
 anxious inquiry as to the cause, he acknowledged, slowly and 
 reluctantly, as if unwilling to give pain, that he did have " a sort of 
 tightness about his jaws, but perhaps it was only fancy." Who can 
 picture the horror and dismay of that moment ? A physician was 
 immediately sent for, and powerful remedies applied. The hope was 
 still cherished that he might escape, but in the night, he was seized 
 with severe pain and stricture across his chest, and much against his 
 will, his wife insisted on rousing the family and again sending for Dr. 
 Peirson of Salem. He insisted on dressing and coming down stairs, 
 "it seemed too much like being sick to stay up stairs." Almost 
 always in vigorous health, he hardly knew the meaning of the word 
 sich ; and now as he sat conversing on various interesting subjects, 
 more thoughtful of others than of himself, it was hard for those 
 around, to realize his danger ; but he did fully and completely. In 
 the same composed way he met his physician, apologizing for the 
 trouble he had put him to, in calling him up at midnight. It was 
 afterwards told how calmly he had inquired into the probable effect 
 of an amputation, and how with equal calmness he received the an- 
 swer, "Too late." At three o'clock Sunday morning, only twenty- 
 four hours before his death, he walked slowly up stairs with the 
 assistance of his cane — never, alas ! to descend alive. 
 
 The next day was a bright and beautiful Sabbath. Gay flowers 
 were blooming, and sweet birds were singing, each noted in turn by 
 the sick man. Powerful opiates had been administered to relieve the 
 pain, but in vain. He was able, however, to swallow liquids through 
 the day ; though when one of his little children anxiously asked him 
 if his jaws had locked any more, he seemed to brace himself up and 
 nerve himself to answer, "I think they are ; it comes on slow but 
 rery sure." The most skillful physicians were summoned ; anxious 
 friends and relatives gathered to the house of sorrow. To each, in 
 the intervals of the paroxysms of pain which grew more and more 
 severe, he addressed a kindly word, sending flowers to one, and mes- 
 sages of affection to another. In the presence of his fomily he was 
 calm, but in their absence, his anxiety for their fete, thus left alone in 
 the world, was uncontrollable — " Oh God !" he cried, " what ^vUl 
 become of my poor wife and children?" 
 
 And so the weary day wore on. As the sun set, he seemed 
 drowsy, it was difficult to rouse him to take his medicine. It Avas but 
 the precursor of the last, long sleep. The disease mercifully went to 
 the brain rather than to the spine, as had been feared, and there the 
 strong man lay in an unconscious stupor, breatliing out his rich life 
 
24 EBENEZER BAILEY. 
 
 in deep groans of agony. That ear wliicli had ever been open to the 
 voice of suflering, was now deaf to the cries and entreaties of his 
 loved ones to give them one last word, one last sign. The life was 
 slowly ebbing from the stout, loving heart, — 
 
 •' And when the sun in all his state, 
 
 Illumed the eastern skies ; 
 He passed through Glory's Morning gate, 
 
 And walked in Paradise." 
 
 Of Mr. Bailey's character as a man and as a teacher, others will be 
 allowed to speak. As a husband and a father, who can tell his worth ? 
 To that family of five young children, the memory of their dead 
 father, of his wishes and hopes, of his words and instruction — has 
 been as fVesh and binding, and more sacred than that of many a 
 living parent. And in all the blessings of their after life, they have 
 ever felt that their richest inheritance has been to call themselves his 
 children. Ilis wife too, having lost the strong arm she had hitherto 
 leaned upon, nobly discharged the double duty now devolving on her, 
 and bent every energy and devoted all her strength to the task of 
 reai'ing these children, as he would have them reared. 
 
 His friends were deeply stirred by his death. During his long resi- 
 dence in Boston, his uniform courtesy and dignity of bearing, and his 
 kind and unaffected regard for the M'elfare of others, had won him 
 many friends, from every walk in life. After the first shock of grief, 
 these true friends began to inquire into the best way of showing their 
 love and regard for the memory of him who was gone. And tliey 
 most liberally and wisely decided to subscribe a sufficient sum to free 
 the copy-rights of the books which he had published, from the en- 
 cumbrances upon them, and thus secure a sure provision for the 
 education of his children. 
 
 Those who so long had sat under his watch-care and instruction, 
 heard of his sudden and most unlooked for death with sorrow and dis- 
 may. But one voice went up from among them, that of anguish, 
 mingled with sympathy. The following lines, being a portion of a 
 poem on his death by one of his pupils, may not be ina]>propriate or 
 unacceptable ; — 
 
 " Not I alone deplore thy hapless fate, 
 
 Thou good and gifted, generous and great ! 
 
 She, that sad mourner by thy silent bier, 
 
 Shedding in speechless grief, the frequent tear; 
 
 And they, whose names dwelt latest on thy tongue. 
 
 O'er whom a father's shield of love was flung, — 
 
 Their depth of woe His might alone can scan 
 
 Whose eye beams love, whose voice " speaks peace " to man. 
 
EBENEZER BAILEY. 25 
 
 Rest thee in peace ! tliou tired and trusty friend ! 
 
 Shall we in hopeless grief around thee bend ? 
 
 Oft have thy smiles the sorrowing heart made glad, 
 
 Thy presence cheered the doubting and the sad. 
 
 [n many a heart thy monument is reared, 
 
 Whose grateful thoughts record thy name revered, 
 
 Each princely deed though done in secrecy, 
 
 Shall rise to heaven, and thy memorial be. 
 
 Thy soul shall enter its immortal rest, — 
 
 Home of the weary — guerdon of the blest !" 
 
 Many obituaiy notices appeared in the papers of the day, from 
 which tlie following is selected from the '■'■Sulcm Gazette,^'' August 
 13th, 1839. What friend wrote it, is not known to his family. 
 
 "So many tender and affecting recollections crowd upon the mind, 
 in contemplating the sudden close of a life of such varied usefulness 
 and excellence, that words utterly fail to express the overwhelming 
 grief which has been brought into his own family, the deep sorrow 
 which will be felt by so many other fEimilies of which he was the 
 honored and beloved fiiend, or the strong feeling of sadness and 
 sympathy which his death will occasion in the community of wdiich 
 he was so long a valued citizen. 
 
 Of Mr. Bailey's scientific and literary attainments — of his high 
 reputation as an instructoi', of the untiring industry which led him to 
 occupy the intervals of responsible and exhausting professional duty 
 in the preparation of many valuable works in science and hterature, 
 of the energy and fidelity with which for several years he discharged 
 the duties of a member of the city government of Boston, of liis 
 various usefulness in his relations to society, we have not time or in- 
 clination now to speak. They are well known to that community of 
 which he was so long a member. 
 
 But it is of the virtues of his heart, it is of the qualities that make 
 the true man, which he so eminently possessed, on which we would 
 for a moment, dwell. 
 
 Mr. Bailey had a noble soul, a soul which disdained everything 
 mean and base, and which had an instinctive admiration for every- 
 thing elevated and excellent, lie had a strong love of honesty and 
 ti'uth. Sincerity and frankness characterized his whole intercourse 
 with others. He carried his heart in his hand. He was not willing 
 that anybody should take him for better or wiser than he actually 
 was. He possessed an ardent temperament, but it was united with a 
 spirit of feminine gentleness. He entered with zeal and animation 
 into every scheme for the benefit of his fellow men, but he never gave 
 way to any popular impulse, or thought any plan or project a useful 
 
26 
 
 EBENEZER BAILEY. 
 
 one simply because it happened to be fashionable. His constitutional 
 ardor, liis benevolent feelings, his gentle temper, united with his 
 vivacity and playful wit, rendered him the delight of the social circle. 
 Benignity sat upon his countenance. He was liberal, almost to a 
 fault. He never thought of himself, when he could serve another by 
 self-forgetfulness or self-denial. He professed a firm belief in Unita- 
 rian Christianity, and his practice attested the sincerity of his profes- 
 sion. What he was, in short, as a husband, a father, a brother, and 
 a friend, those best can tell, who feel that their loss in these relations, 
 is irreparable. 
 
 This may seem excessive eulogium to those who did not know the 
 man. But it is the heart-felt tribute of one who was the friend of 
 jiis youth, and who has watched with the interest of a friend, his on- 
 ward career of goodness and usefulness. Its fidelity will be attested 
 by the voice of that community of which he was a citizen, and by 
 the thousands of young heai'ts who will tearfully acknowledge that 
 they owe to him their highest intellectual attainments and the 
 development of the best principles and feelings that make up their 
 character.'' 
 
 We are happy to be able to close this too imperfect sketch of so 
 useful a life, by the testimony of three of his near and dear friends, 
 each of whom was situated in circumstances peculiarly favorable, for 
 forming a correct estimate of his character as seen from diflferent 
 staud-points. 
 
 The first is from his pastor and beloved friend, the Rev. John Pier- 
 pont; who knew him long and well, under every varying circum- 
 stance of life. He writes as follows, under the date of August 
 14th, 1859. 
 
 " When I say that Mr. Bailey was a member of my family si.K or 
 seven years ; that in all that time, he had his seat at the table next 
 to me, on my right hand ; that I thus " wintered him and summered 
 him ;" that for a part, at least, of that time, some of my children 
 were under his instruction ; and that I was a member of the School 
 Committee all the time he was in the service of the city, first as mas- 
 ter of the Franklin School, and afterwards as the first and only prin- 
 cipal of the High School for girls, it may well be supposed that I 
 had opportunities of acquiring some knowledge of his character. 
 
 The routine of a public teacher's professional duties, presents but 
 few salient points for his biographer. Yet I think that there is no 
 vocation in society that affords a more trying field of labor, or a better 
 one for gaining a knowledge of human nature, or for the improve- 
 ment of the whole character of the individual, than that of a teacher 
 
EBENEZlii; liAILEY. 27 
 
 of a large cominou school. And, taking into view his tidelity to his 
 trust, his full acquaintance with the matters to be taught, his entire 
 ^c'lf-conirol under exciting circumstances, his perfect impartiahty in 
 the administration of law, the facility, and the wonderful felicity with 
 which he secured the attachment and unquahtied contidence of his 
 [lupils, the invincible patience with which he treated either willfulness 
 or dullness in the objects of his care ; the wisdom with which he 
 adjusted discipline to character, when discipline must be administered, 
 in one word, when I consider all the qualities that go to the making 
 up of the perfect teacher, I think that Ebenezer Bailey was the 
 nearest perfect teacher that I have ever known. More exciting to me 
 than to witness a trial of two generous steeds, with all the blood of 
 all the Morgans in their veins, was it to see, as I have seen, in the 
 High School for girls, even in moments of " recess,'' two of those 
 girls of fourteen or fifteen years of age, stand up side by side, before 
 the great blackboard, and " merely for the fun of it," with the same 
 algebraical problem in hand, race " neck and neck " down the board, 
 to see which should reach the answer first ! No one, I think, could 
 witness that spectacle "in play-time" without coming to the conclu- 
 sion that the genius loci — the spirit that presided over that school, 
 was not one that haunted every academic grove. 
 
 And what was the consequence ? So popular did that school be- 
 come, so strongly had it taken hold of the affections of the people 
 while yet in its infancy, such a perfect furore had it excited at the 
 time when the first class that entered it was to take leave of it, that, 
 as was supposed, the jealousy of the aristocracy of the city was 
 awakened — " tantune animis cailestibus ira /" — the knowledge that, 
 at the public expense, the daughters of plebeians could secvu'e a higher 
 education than those of the patricians could, at whatever cost, was 
 fatal to the school itself. One High School for girls could not con- 
 t.-.in all that were eager to press into it. Even could ten Master 
 IJaileys be found, ten High Schools would not be sustained by those 
 by whom the public burdens were principally borne, and because not 
 enough could be done in this line, to meet the public demand, it was 
 determined to do nothing at all ! The school was discontinued. The 
 enterprise of a High School for girls in Boston became a failure by 
 reason of its triumphant success ! 
 
 I never recall the image of Mr. Bailey, but with a melancholy 
 pleasure. Like Ossian's '•' memory of joys that are past," the 
 thought of him is always pleasant, but mournful to the suul. In all 
 the years during which we sat side by side at my table, 1 never saw 
 in him a little thing. Large, generous, manly, in all his views and 
 
28 EBENEZER BAILEY. 
 
 ways, Le always commanded my respect for him as a man, and my 
 affection for him as a friend. During all that time, I think I may say 
 with literal truth, never an unkind word passed between him and any 
 one member of my family. He had a merry wit and knew how to 
 give and take a "joke," but never gave or took oflense. We all 
 loved him. We loved him after he left our family, and began to 
 Duild up his own. We all felt, and deeply deplored his too early 
 death. " Too early ?" — No. He " who doeth all things well " never 
 sends Lis angel. Death, to call any one of his children home too 
 early. 'The righteous perisheth, and no man layeth it to heart ; and 
 merciful men are taken away, none considering that the I'ighteous are 
 taken away from the evil to come.' " 
 
 The following is from a lady, for several years associated with Mr. 
 Bailey in the Young Ladies' High School, of rare talents, and known 
 on both sides of the Atlantic for her philanthropic labors, and her 
 literary efforts. Educated in England, and spending a great portion 
 of her subsequent life on the continent, her views jwssess a double 
 value, as being the conclusions of a large and libeial mind, and as 
 also showing the strong and lasting influence exerted by Mr. Bailey 
 over those with whom he was once brought in contact. Writing 
 under the date of September 1st, 1859, she says : — 
 
 "My mind is profoundly stirred by the information that a memoir 
 of Mr. Bailey is about being prepared. No one will read it with a 
 deeper interest than myself, for no one more truly appreciated his 
 educational influence, or has been more greatly benefited by it. That 
 wonderfully influential faculty was in him a thing apart and unlike 
 any power of the kind I ever saw in another. It combined all the 
 qualifications that go to make up the high military genius. It was 
 at once exact and enthusiastic ; scientific and imaginative. Without 
 ever having pronounced the words, ' Woman's Rights.'— Ae laid the 
 foundations of the broadest and truest woman's rights, for New Eng- 
 land. The contest he maintained with the mayor of Boston, in 
 behalf of the daughters of Boston, and the manner in which he 
 asserted their right to a high public instruction, did a work which 
 will never die out in New England, but which will be communicated 
 with unceasing power from age to age. 
 
 I remember many of his judgments given in the spirit of an ob- 
 server of the nicest qualifications both philosophical and physiologi- 
 cal, and in the happiest popular manner. It was always his way to 
 settle a question, rather than debate it. Of the comparative powers 
 of girls and boys as students, of which he was so amply qualified to 
 judge by his great experience in teaching both, he said, ' girls beat 
 
EBENEZEll UAlLi;V. qq 
 
 boys of the same age, at tlie same literary and mathematical studies, 
 but tliey cry over them more." This remark covers the whole ground 
 of difference of organization. 
 
 I should never be weary of telling of his unequaled method, by 
 which, as a general reviewing and employing an army, he could deal 
 with hundreds like one — of his inspiring sympathy, of his skill in 
 imparting instruction, of his bounty in gratuitously bestowing it on 
 the deserving. He knew of no infantine or feminine road to learn- 
 ing, any more than a royal one; and that unconsciousness has been a 
 blessing to thousands of the New England youth of both sexes, whom 
 he knew how to stimulate and inspire with his own profound sense of 
 realities, and hatred of pretence, cant, and sentimentalism. 
 
 May tlie time soon come, when such men may look to the presi- 
 dency of Harvard, Yale, and other kindred institutions, as the natural 
 I'ewai'd of their educational labors and the natural field for ever- 
 renewed exertions. Happy indeed, would be that literary insti- 
 tution, that could secure the services of such a man as Ebenezer 
 Bailey !" 
 
 We will conclude with the letter before alluded to, of his brother- 
 indaw, the Hon. Allen W. Dodge. This letter is dated March 27th, 
 1861, and will be especially appreciated by those who know Mr. 
 Dodge's cool, clear judgment and keenness of discernment. The 
 analysis which he gives of Mr. Bailey's character and mental habits, 
 is peculiarly valuable, and will be acknowledged by his friends to be 
 a tribute to bis memory no less just, than grateful. 
 
 "My first acquaintance with the late Ebenezer Bailey, commenced 
 somewhere about the year 1820, when he was teaching in Newbury- 
 [)ort. His success here was very flattering, and he soon received an 
 appointment as head-master of the Franklin Grammar School, Bos- 
 ton. He at once entered on his duties in this new position, and 
 taught there with great and increasing success for several years. 
 Afterwards he was appointed principal of the High School for giils 
 in that city, an institution that owed its establishment mainly to his 
 advocacy of it in the journals of the day. 
 
 Under his management, the experiment — for it was the first 
 attempt of the kind in New' England — became a success, and the 
 daughters of the humblest citizen here received at the public expense, 
 an education as thorough and as valuable, as could otherwise be ob- 
 tained only at great cost, and by a favored few. But this did not 
 avail to save the school from an untimely end ; indeed it was per- 
 haps the chief cause of its destiuclion. Mr. Bailey always main- 
 tained that this was accomplished by the influence of Josiah Quincy 
 
30 e6ENEZER BAII.EY. 
 
 Sen., who was then mayor of Boston, and publicly proclaimed this 
 conviction in a pamphlet of marked ability, in which he sharply re- 
 viewed mayor Quincy's proceedings. 
 
 On resigning his position as head master of the High School for 
 girls, he immediately opened a private school for young ladies in 
 Boston, To rehearse the history of the ' Young Ladies' High School,' 
 would be to tell the early history of many of the finest minds that 
 have graced our New England homes or adorned her literature, fur 
 the last quarter of a century. But in schools as in every thing else, 
 ' the fashion thereof passeth away,' and this circumstance, together 
 with the general stagnation of business during the great panic of 
 1837, led him to quit the scene of his greenest laurels, and of so 
 many pleasant associations, and to open a home boarding school for 
 boys in a retired and romantic spot, then known as the 'Mineral 
 Spring,' in Lynn, Massachusetts, 
 
 The chief cause of this great change of life in Mr, Bailey, was the 
 pecuniary embarrassments that had now oveilaken him. His school 
 had been carried on in a style regardless of expense ; the best 
 teacliers, the best equipments, the best of every thing needed for its 
 success, were always procured, if possible. His own style of living 
 too, had been on the most liberal scale; fur one of his means, he 
 lived like a prince, not, however, for his own selfish enjoyment. Large 
 and extravagant entertainments were positively distasteful to him, 
 but his every-day hospitality was unbounded. His house, his table, 
 his books, and his purse were always ojien to his friends, and no man 
 had warmer or truer friends. So, finding himself unable to keep up 
 the expense of a city home according to his ideal, he withdrew to the 
 simpler life of the country. 
 
 Hardly, however, had his new career opened before him, when Ikj 
 was suddenly stricken down with that dreadful disease, the lockjaw. 
 I was with him during the last sad days of his life. He knew the peril 
 he was in and took all known precautions, under the best of medical 
 advice and skill, to escape it. But all in vain — the strong man bowed 
 before the fell destroyer. During the intervals of paroxysms of pain, 
 he Avas calm, resigned, and even cheerful. On observing to him the 
 mysterious nature of his disease, a mere incision of the nerves by a 
 nail — and the whole system deranged, 'I was just thinking' he 
 replied, 'of those beautiful lines of Dr. AVatts,' 
 
 ' Strange tiiat a Ijarp of a thousaud strings, 
 Should keep in tune so long I' 
 
 He then spoke of liis approaching death with the same calmness — 
 
EBENEZER BAILEY. 31 
 
 spoke of it, and of liis linppy family so soon to be bereaved. Never 
 was a tenderer husband and fatlier, and to leave his wife with sliattered 
 health, those five little children needing more than a mother's care— 
 thiH was the bitterest drop in his cup of agony— which absorbed all 
 the rest. On assuring liim that I would endeavor to be to them a 
 father and a protector, he grasped me firmly by the hand saying, 
 ' Then T can die in peace.' And so this friend of his race, this man 
 of letters and of wisdom, this illustrious teacher of the youth of his 
 time, passed away from earth ; but the good that he did, lives after 
 him, and will yet live through many generations. 
 
 To me his memory is as fresh as if were but yesterday he was 
 here. His noble form, his commanding stature, his broad, manly 
 chest; his strongly marked features, seem yet present before me. T 
 hear his sonorous voice, his well-articulated words, his cheerful and 
 contagious laugh, so hearty and spirit-stirring. I listen to the anec- 
 dote he relates with such spirit and interest to illustrate some point in 
 our conversation. I hear his clear and simple explanation of some 
 scientific fact or law of nature. For the study of these, he had a 
 great passion. Astronomy, chemistry, botany and the natural 
 sciences generally, were known to him, not as a dry series of 
 names and formulas, but as practical truths to be applied to every day 
 
 life. 
 
 As a scholar his learning was varied, extensive and thorough. 
 Always a student, he scorned to pretend to knowledge which he did 
 not possess. Least of all did he make a parade of his learning. In 
 pure mathematics he was eminently an adept. x\s a poet, he held no 
 mean rank, even in New England. His ear was quick to detect an 
 error of rhythm, or a word mispronounced. His sense of grammatical 
 construction was as unerring as an instinct. Indeed, if he had one 
 favorite study more than another, it was philology. His library pos- 
 sessed a rare and valuable collection of standard authorities on the 
 use of language ; and his critical eye and taste filled the margins of 
 the books he read with notes and queries. His literary taste was nice 
 and discriminating, cultivated by long and patient discipline, and re- 
 markably free from all ca])riciousness. His style of writing was clear 
 and simple, yet always fresh and vigorous ; and had he devoted him- 
 self to literature, he would have been as widely known as an author, 
 as he now is as a teacher. In this respect, I can not speak of his 
 character from personal knowledge. The illustrations of his success 
 are to be found in the hundreds of young persons educated by him, 
 and living witnesses of his power over the mind and the heart. I am 
 persuaded that not one of these would fail to bear testimony to his 
 
32 EBENEZER BAILEY. 
 
 faithful, devoted, and enthusiastic endeavors to promote their growth 
 in knowledge and in virtue. 
 
 But it is as a man and a friend, as a companion in social intercourse, 
 that I would essay to present him to the teachers of the present day. 
 I knew him intimately for twenty years; most of that time I was with 
 him more or less, and for the remainder was in frequent correspond- 
 ence with him. 1 never knew a man so uniformly cheerful, often 
 under the most trying circumstances, so kind and attentive to the 
 feelings and the happiness of others. Full of interesting knowledge, 
 with a never-failing vein of wit and vivacity, he at once charmed and 
 instructed. And he was ever ready himself to listen to others, and 
 be instructed by them in turn, lie never carried the schoolmaster 
 into the private walks of life, but entei-ed warmly and appreciatingly 
 into the topics of the day, and imparted fresh interest to their discus- 
 sion. So genial his disposition — so open-hearted and free from 
 deceit — he was the very soul of honor and honesty in his dealings 
 with others. He commanded their respect, and enjoyed their confi- 
 dence, while he received their most devoted and heart-felt affection. 
 In all my intercourse with him, I never knew him to give way to un- 
 becoming anger, or to utter a judgment of others, that he would wish 
 unsaid. He was deliberate in his words and acts to a remarkable 
 degree. His temper, though warm, was under the most jterfect con- 
 trol, even in the most trying circumstances. He was tolerant of the 
 rehgious and political views of others, however much they might dif- 
 fer from his own. While a firm believer himself in the liberal views 
 of Christianity, he held in high esteem the members of all other 
 denominations, and in return received their confidence and support. 
 No man had a deeper respect for the Bible than he, or had more 
 thoroughly read and studied its sacred pages. 
 
 But I must close this brief sketch, hardly drawn perhaps with suf- 
 ficient distinctness to mark the individuality of one with whom I took 
 sweet counsel in the earlier part of my life, and the fragrance of whose 
 memory has followed me along its subsequent pathway, and will 
 continue with me to its end." 
 
APPENDIX 
 
 Exlracls from "Review of the Mayor's Report." 
 
 Printed, 1828. 
 
HIGH SCHOOL FOR GIRLS. 
 
 The Report of Mr. Quincy recommending various improvements in our system 
 consists of tliree parts,— as it relates to the High School for Girls, the Grammar 
 and Writing Schools, and the Primary Schools,— each of which would afford mat- 
 ter for copious remarks, perhaps for severe animadversion. It is no part of my 
 plan, however, to examine his project, so far as it relates to what he calls, by way 
 of emphasis, "the Common Schools." But having been appointed by the School 
 Committee to conduct the experiment of the High Schoolfor Girls,— having devoted 
 my time and strength and all my energies to this service for nearly two years,— and 
 having been intimately acquainted with the whole history and progress of the in- 
 stitution, I feel myself called upon to expose the fallacy of Mr. Quincy's arguments, 
 by which he would satisfy the public that " the result of the experiment has been 
 an entire failure :"— that such an institution is from its very nature "impracticable" 
 in this city ! This renders it a solemn duty to disabuse the public by showing them 
 the other side of the picture, and, moreover, many of those friends whose opinions 
 I am most accustomed to respect, liave urged this duty upon me. For myself, I 
 need not saj^, that I cara be influenced by no interested motive,— my present position 
 being far more eligible than any which the School Committee have it in their power 
 to bestow. If, therefore, I have any personal interest in the matter, it is that the 
 High School for Girls should be discontinued. 
 
 The subject requires that I " use great plainness of speech ;" but I would not 
 willingly forget the respect due to one who "has done the State some service,"— 
 more especially as I have no personal animosity towards Mr. Quincy. In this dis- 
 cussion, he is regarded only as a public man, intrusted with important interests by 
 his fellow citizens, and exerting an active and powerful influence upon the institu- 
 tions of the city. The extent to which instruction should be carried at the public 
 expense, is a q\iestion fairly open for discussion on general principles ; and one on 
 which intelligent and patriotic men may very honestly entertain different opinions- 
 Whether, in particular, it was expedient to institute the High School for Girls, — 
 and whether, after it was instituted, it ought to have been sustained,— are questions 
 worthy of a free investigation, but they ought to be met in a manly, open and in- 
 genuous manner. It may not be expedient to support a High School for Girls,— 
 but it is expedient that the citizens be correctly informed on the subject,— and it is 
 not right that the institution should be put down by " indirection." I do not com- 
 plain of Mr. Quincy that he has been adverse to that school, from the very day 
 when it was first proposed,— he had an unquestionable right to be opposed to the 
 "experiment;"— but I do complain of him because he has not been an open and 
 generous enemy to it, — because he has not pursued a course worthy of the institu- 
 tion, of himself, of the city over which he presides. 
 
 The people of Boston have been accustomed almost to venerate their public 
 schools, for they have regarded them as a rich inheritance bequeathed to them by 
 
86 
 
 their ancestors. They have loved these institutions, for the influence the}"- have ex- 
 erted on the minds and manners and hearts of their children ; and although they 
 have never supposed their schools to be perfect, still they have been 'proud of them. 
 They have paid liberally and with a wiUing hand for their support, and have felt 
 them to be noble monuments of an enlightened policJ^ Nor has this feeling been 
 confined to citizens of Boston alone. Their system of free schools has excited the 
 admiration of intelligent strangers, not only from different parts of our own country 
 but from Europe, and has been regarded as a model, well worthy of being attentively 
 studied. It is not generally known except to their teachers, how often the public 
 schools of this city are visited by persons from abroad, interested in the subject of 
 education. While the High School for Girls was in operation, it was thus visited 
 almost daily. It happened not unfrequently, that many gentlemen were present at 
 the same time, who had come from different and from distant parts of the countrj^ 
 for the single purpose of examining the methods of education pursued in this city. 
 Among these were often to be seen tlie accredited agents of puljlic institutions from 
 different cities. 
 
 Knowing these things, it was with a feeling of mortification, — of astonishment, — 
 that I read the Report of Mr. Quincy. I was not prepared to hear, from the Chair- 
 man of the School Committee, that our whole system ofpublic education is radically 
 wrong, — that we are vastly behind the age in this respect, — and that our schools 
 are so essentially defective, that their present arrangements must be torn up, root 
 and branch, to make way for a new organization. No one will deny that these 
 schools have some defects which demand a remedy. But these are merely acciden- 
 tal faults, which can be removed without destroying the integrity of the whole sys- 
 tem, — a system which has been advancing towards perfection, under the fostering 
 care and wisdom of successive generations ; and which, if it has not produced manj- 
 Franklins, has at least rendered the population of Boston proverbial for their love 
 of order, and their general intelligence. 
 
 It is true the free schools of Boston are very liberally supported, and the people 
 wish them to be so. They do not complain of the expense, for they want a good 
 education for their children, not a cheap one. No doubt, they wish their rulers, by 
 a prudent and economical course of policy, to husband well the resources of the 
 city, and not squander them on extravagant schemes and doubtful speculations. I 
 speak now of the great body of the people, upon whom the public burdens fall with 
 the greatest weight ; for I am not ignorant there are some individuals who think 
 too much money is expended for the schools. I have heard such an opinion avowed 
 by more than one member of the City Government, — and by no one else. In that 
 quarter it has been said, that the public schools should be merely eleemosynary 
 establishments, where nothing but the lowest elements of learning should be doled 
 out to the children of poverty ! The municipal officer who avows such a sentiment 
 in this community, must be respected, at least, for his fairness and candor. From 
 such a man, the friends of a liberal system of education have nothing to fear, fbr 
 they always know where to find him. But it is from those who hold the same 
 opinion, but have not the courage to avow it, — from those wlio would reduce the 
 schools from their present rank by •' indirection," — that real danger is to bo appre- 
 hended. And that this is the design of the present project of the Mayor, however 
 it may be disguised and glossed over, is but too evident. He talks mucli indeed 
 about "raising the standard of our common schools;" but how does he propose to 
 do it? Why, simply by adding a splendid list of new stiulies. dismissing half the 
 
37 
 
 present teachers, and making them hke the Monitorial Schools of New York ! Notliing 
 could be easier. Did our wortiiy Mayor ever see those same Monitorial schools 
 which he is holding up to our view as models ? or did he suppose no person in Bos- 
 ton had ever seen them ? 
 
 The history of Mr. Quincy's Report is understood to be as follows: After I had 
 tendered to the School Committee my resignation as Master of the High School for 
 Girls, a sub-committee was raised to take into consideration the expediency of 
 continuing the school. This committee made a report early in the month of Decem- 
 ber, which recommended that the school should be sustained. Upon the question 
 of accepting this report, the committee were equally divided ; and Mr. Quincy 
 shrunk from the performance of his official duty, as Chairman of the School Committee, 
 and declined giving his casting vote ! This fact is worthy of being remembered. The 
 fate of the school was then thrown wholly into his hands, — it hung on his individ- 
 ual decision. By raising his finger he could have saved it, and he would not. Now 
 that he was called upon to act openly and decidedly, he shrunk back. His cher- 
 ished feelings of hostility to the school would not permit him to sustain it, and «/ 
 that particular juncture, he might have found it inconvenient to incur the responsi- 
 liility of putting it down ; for it was a popular institution, and during the month of 
 Decemher, there was not a little excitement on the subject. It was finally moved 
 to refer the rei^ort to the next School Committee. On this question, the members 
 were again equally divided, and the Mayor gave his casting vote for postponement. 
 Soon after the organization of the present Board, the subject was again referred to 
 a sub-committee, of which Mr. Quincy was the Chairman; and the result of their 
 laljors, — or rather of Ids labors, — will be found in the report now under considera- 
 tion ; the real object of which is to discontinue the High School for Girls, and the 
 incidental to " improve and elevate " the other schools. It has somehow hap- 
 pened, however, that the accidental circumstance has given a name to the docu- 
 ment, and that the Committee appointed to e.xamine into the expediency of contin- 
 uing the High School for Girls, have reported oji anotlier and quite a different sub- 
 ject! The explanation is, that while Mr. Quincy had neither forgotten this school, 
 nor his settled determination to put it down, he could not venture upon this measure 
 — ertn after lie had secured his election for another year — without informing the pub- 
 lic that he was about to substitute something better in its place ; and hence brings 
 into review our whole system of Public Schools. 
 
 Grant that the High School for Girls was but an "experiment," it will not be de- 
 nied that it was a very important one. It was i\\e first institution of the kind; and 
 as such, not only excited a lively interest in our own community and country, but 
 even in England, and on the Continent, the establishment of this school was honor- 
 ably noticed in the public journals. It is higldy important, therefore, to the gen- 
 eral interests of female education, that the true result of this "experiment" should 
 be known. If it were indeed a " failure," — that is, if our own experience has made 
 it certniu that it is either inexpedient or impracticable to extend to females a liberal 
 course of education, — it should warn otliers not to make the attempt. But if the 
 "faihu'o" proceeded from other causes, it should be exposed, that the great cause 
 of female. education may suffer no detriment. 
 
 Can an "experiment" be said to have " failed" in any correct sense of the term, 
 when it has fully answered all the purposes for which it was instituted ? That this 
 has been the fact with respect to the High School for Girls may be shown from the 
 following abstract of tlie views and motives of the School Committee in undertaking 
 the "experiment:" 
 
38 
 
 1. On principles of general expediency, it was intended to make more liberal pro- 
 visions for female education in the city, by famishing the girls a school, " similar to 
 the High School for Boj^s, as an object of ambition and profitable employment for 
 three years of life, now inadequately occupied." 
 
 As to the success of the school so far as the prolicieney of the scholars should be 
 taken into the account, it is not for me to express an opinion. This point is willingly 
 left to the decision of the public. Even Mr. Quincy has graciously allowed that the 
 " conduct of the school was very satisfictory both to the parents of the children 
 and to the School Committee." And that "as an object of ambition," its influence 
 was even greater than had been anticipated, is evident enough from the whole tenor 
 of the Mayor's report. In these respects, therefore, the expectations of the School 
 Committee were fully realized ; there was no failure here. 
 
 2. The Committee thought " it would have a happy effect in qualifying females, to 
 become instructors in our public schools." 
 
 That it has had "this happy effect," is manifest from the fact that several of the 
 young ladies, educated in the High School, are now engaged in teaching; while 
 many others, thoroughly qualified for the business, would gladly 1)c thus em- 
 ployed. Here, then, there was no " failure." 
 
 3. The Committee supposed " it would put to test the usefulness of monitorial or 
 mutual instruction, and the practicability of introducing it into our public schools." 
 
 Mr. Quincy himself says "it c.Tectiuilly proved the advantage of tlie system of 
 monitorial or mutual instruction;" and that it proved its " practicability " ma}' be 
 safelj' inferred from the strenuous eftbrts he is now making to accomplisli that pur- 
 pose. Surely, there was no " failure " here. 
 
 To what, then, is the "failure of the experiment " to be attributed? In what did 
 it consist ? The report states several circumstances, — all connected with the nec- 
 essary accommodations for tlie school, — in wiiicli tlie projects of the committee seem 
 to have fiiiled. 
 
 In insti^iting a lligli Scliool for Girls, of course it was supposed that a house for 
 its accommodation would Ijo eventually wanted ; though not absolutely necessar.y 
 " the first year of its operation." For one j'ear, — one class, — an unoccupied story in 
 the Bowdoin school-house would be sufficient. Wiio, for a moment, dreamed tliat 
 the incapacity of that one room to accommodate tlie three annual classes would be 
 construed into a fliilure of the project ? Yet such has been the case. And more, 
 when the sub-committee of the High School for Girls made tlieir report in August, 
 1826, and stated that "so flir the experiment had succeeded, beyond tlie most san- 
 guine exiDCctations of those who had first proposed it;" that "the interest of the 
 pupils had been so much excited, the attendance so constant, and the desire of re- 
 maining in the school so great, as often to lead to a great personal sacrifice of ease 
 and pleasure, rather than forego its benefits;" that "the school had so firmly es- 
 tablished itself in the confidence and affections of the citizens, as to encourage them 
 to ask for an appropriation for its continued support and permanent accommoda- 
 tion ;" — Mr. Quincy, tlie Chairman of tlie Committee to whom this report was re- 
 ferred, delayed making a report till the Ocfoher following. And although the exig- 
 encies of the school were pressing, he postponed, in that report, making any pro- 
 visions for the school, until the result of the next examination of candidates tor ad- 
 mission, should be known ! leaving the question of a room to accommodate tlie 
 scholars to be settled after they were ready to occupy it ! 
 
 In the same month, Mr. Quincy addressed -a circular to tlie Masters of the Gram- 
 mar Schools, from which the following extracts are made : 
 
30 
 
 "Suggestious liaviug been made that the ctlbcL of the High 8ehool tor Gh-ls is 
 disadvantageous upon the character and prospects of tlie otlier schools in tliis nie- 
 tropohs : 
 
 1. By dimiuishiug the zeal of the generality of the other females in tliese sclwols. 
 
 2. By taking away their most exemplary scholars. 
 
 3. By disqualifying the masters from a gradual introduction into these schools of 
 tiie monitorial system, by thus removing from them the class of females Ix-st qual- 
 ihed to become monitors. 
 
 •1. By reducing the other schools from the highest to a secoudaiy gradr. by eai-ly 
 depriving them of those scholars in whom tliey have the greatest pride, and who are 
 of the highest promise. 
 
 I am tlierefore directed to inquire whether there is any ibuudation for tliese sug- 
 gestions, and what effect has been produced by the High School for Girls on the 
 character and prospects of your school." Josuii Quincy, 
 
 Chairimm School Committee. 
 
 No one can mistake the object of this most I'cmarkable circular. First, '' sugges- 
 tions " are made to the masters, that the effect of the High School has been " disad- 
 vantageous " to the schools under their immediate care! By whom had these 
 suggestions been made ? Who was the author of them? "Why was not the same 
 alarm sounded with respect to the Latin and l-'nglish High Schools whicli nnist 
 have produced the same effect ? I must acknowledge myself ignorant on what 
 prniciple of human nature "the zeal of the best scholars would be diminisJied " by 
 the prospect of an admission to the High School as a reward for their exertions ! 
 Finally the masters are reminded — all in sheer good-nature and simplicity of pur- 
 pose, no doubt — that their schools were reduced to a " secondary grade," and that 
 (heir most ''exemplary scholars " were taken away! For what other class of 
 scholars was the High School instituted? If it had not taken them away, it sliould 
 indeed have been regarded, and justly, as a " failure." 
 
 The inference from this artful series of leading questions is irresistible, that it was 
 Mr. Quincy's object to draw from the masters such a strong and united expression 
 of opinions unfavorable to the High School for Girls as should seal its fate. He 
 would thus accomplish his purpose; while upon them would fall the odium and re- 
 sponsibility of the act. I am well aware that, here and elsewhere, it is my misfor- 
 tune to represent the character of Mr. Qnincy, as a plain, frank, high-minded mag- 
 istrate, in a questionable attitude, to use no stronger language. But for this I am 
 not answerable. The facts are not of my making, they are on record. If the infer- 
 ences are unjust or unwarranted, the opinion of an humble individual like myself 
 will not give them currency. 
 
 But if ifr. Quincy wrote with these views, he mistook his men. With t!ie ex- 
 ception of two or three, who responded as he probably wished and expected, tlie 
 testimony for the teachers was, for the most part, in favo)- of the High School for 
 Girls. However, Mr. Qnincy proceeded to draw up a report, stating the " disad- 
 vantageous effects " of that institution on the other schools, and alluding to the mel- 
 ancliolij and unexpected fact, tliat another class would demand admission in a few 
 days ! — whereat the reporter seems not a little puzzled, — as he cannot readily con- 
 trive how to bestow 130 girls in 130 seats already occupied! However, he is not 
 yet " prepared to recommend that the High School should be abandoned, consider- 
 ing its apparent past success, and the general satisfaction of those who have enjoyed 
 its benefits. He then goes on to recommend instead certain measures, which 
 he now declares to have changed every one of the original features of the plan. 
 He laments that, " instead of a High School, as originally projected for the admis- 
 sion of girls between eleven and fifteen years of age, none were to be admitted nn- 
 
40 
 
 111 they were fourteen ; that instead of remaiuiug three years, the course of instruc- 
 tion was limited to one year." "Was the High School really instituted for the csjDec- 
 ial benefit of girls of eleven years of age, as the Mayor intimates Avhen he speaks of 
 the exclusion of "girls of eleven years of age, which was one of the x>rominent ob- 
 jects of its institution;" or has he seized upon an accidental circumstance, of little 
 account or importance in itself, that one more item may be added to his list of "fail- 
 ures ?" The original regulation, which required that a candidate should be of a 
 specific age to entitle her to admission, was little better than absurd, and this vote 
 made the matter worse. No limit of age should ever have been fixed, under wliich 
 a girl might not be a candidate for admission. No restriction should have Ijeen pre- 
 scribed excepting that of scholarship. To exclude a girl from admission to the 
 schools in this city, where she would be daily subject to the care and control of her 
 parents, simply because she is too 3'oung, is to inflict a penalty on industry and tal- 
 ents. I know not on what principle the rule in question can be defended, unless it 
 be the true policy to deter children from making a rapid advancement in knowl- 
 edge. Abolish this arbitrary rule, — let scholarship alone be required for admission 
 into the higher schools, — and their influence would be more strongly felt in every 
 part of the system. 
 
 It may be remarked that Mr. Quincy's apprehensions relative to the expense of 
 maintaining a High Sohool are quite groundless. In another community, it might 
 be an effectual way to bring a valuable literary institution into disrepute by mag- 
 nifying its expense ; not so here. Besides, the grand mistake in all the Mayor's 
 estimates, that " two High School-houses would be necessary the first year," lies 
 in taking it for granted that every girl who makes application is entitled to admis- 
 sion into the High School. Nothing is more certain than that the School Committee 
 might confine the operations of the High School for Girls to a single house for all 
 coming time; — by keeping the standard of qualifications sufficiently high. " But," 
 says Mr. Quincj', " in proportion as the qualifications for admission are raised, the 
 school becomes exclusive, and though nominally open to all, is in fact open to the 
 few." This is an idea upon which he evidently dwells with great complacency. 
 That school must indeed have a strong hold upon the jiublic confidence, which does 
 not become odious and unpopular, when the Chairman of the School Committee, 
 in his official capacity, openly proclaims the ^\favoritis7n" and "■ selection" and "e.r- 
 clusion" of the principles upon wdiich it is based. Ought such epithets as those to 
 be applied to the High School, because it was not designed that all the girls in Bos- 
 ton should acquire all their education in it? Is there either "selection," or " exclu- 
 sion," or favoritism," in furnishing to every girl in the city exactly that kind and 
 degree of instruction which she most needs? Mr. Quincy himself, in a communi- 
 cation made to the School Connnittee in 1826, recommending that a thoroufjh knowl- 
 edge of all the studies taught in the Grammar and "Writing Schools should be re. 
 quired for admission to the High School, says, " by an adherence to this system, it 
 cannot be doubted that the High School will, in one or two year-s, become, ivhat it 
 07njM to he, a school for the instruction in those parts of science to which the com- 
 mon schools are /ro;rt their constitutions inadequate, and for rvliich tliey were not in- 
 tended. 
 
 Now in the face of all these facts and many others like them, some of which will 
 be given, and all of which shall if necessary, — after all of these contrivances by 
 which the " failure " of the High School was compassed, " ci quorimi pars magna 
 fui," Mr. Quincy may well say, — he next proceeds to talk about the "perfect foir- 
 
T^ 
 
 41 
 
 ness with which the experiineiit was conducted!" "ibr tlio most part under the 
 same auspices wliicli first adopted it!" TJie " changes " of wliich lie speaks, liave 
 been proposed nuder the particuhu- "auspices" of Mr. Quiucy himself, and have 
 been effected by his influence, authority and management, — yes, management ; for 
 he has iu every instance when a committee was to be raised on the subject of the 
 High School, either assumed the ofiQce of Chairman himself or appointed as Chair- 
 man some one supposed to be hostile to the institution. If thero be any exception 
 to this remark, it has not come to my knowledge, familiar as I am with the history 
 of the school. At any rate the assertion is confidently and fearlessly made. If in- 
 justice is done, it can easily be shown, and it will give mo pleasure to be convinced 
 of my error. 
 
 As an example of the " perfect fairness " with which " the experiment was con- 
 ducted," I will cite the course taken by the Mayor in regard to changing the hours 
 of attendance at the High School. At the re([uest of one hundred and seven of 
 the parents of my scholars, I addresed a communication to the School Committee 
 requesting that the school might have but one session, from S A. M. to 2 P. M., 
 and giving a minute account of the reasons which led such an alteration of hours to 
 be desirable. As soon as my letter had been read at the Board, Mr. Quincy has- 
 tily forestalled the remarks of other gentlemen, by expressing his decided disappro- 
 bation of "my very extraordinary proposition," as he was pleased to call it. One 
 other member of the Committee was equally opposed to the change, and two others 
 were doubtful as to its expediency; it was therefore determined to refer the subject 
 to a special committee. Was it, as both usage and decorum required, referred to the 
 sub-committee of the school ? By no means ; for they were in favor of the change, be- 
 ing well acquainted with the reasons for it. Mr. Quincy nominated a select com- 
 mittee for the i^urpose, consisting of those three gentlemen tuho ivere not friendly to the 
 measure proposed ! Two of them, however, became satisfied that the change was nec- 
 essary, and reported accordingly ; and the vote of the committee was nearly unani- 
 mous for accepting the report. 
 
 It has also been intimated that the High School was neglected, by these mem- 
 bers of the committee, whose duty it was to watch over its interests and concerns. 
 During the last year, it was not honored by a single visit from the sub-committee. 
 The Chairman, Mr. Welsh, was in the room but twice, once when he introduced 
 some members of the Legislature, and again when he came to witness the ''Farce !" 
 as he courteously termed the late exhibition. This speech came with peculiar pro- 
 priety from the Chairman of the Conimitttee of the High School, and was the only 
 one delivered on the occasion ! If the " experiment " were an " entire failure," why 
 was not that fact announced at the closing scene, when the attentive and crowded 
 assembly, — numerous beyond all precedent in this city on a similar occasion, could 
 have borne testimony to the wisdom and correctness of the decision ? Again, when 
 Mr. Quincy wrote to the masters of all the other public schools, demanding of them 
 how many times they had been visited hy their respective sub-committees, was it 
 merely accidental that he omitted the master of the High School? I pause for a 
 reply. 
 
 I will give one more instance of iieglect. When the High School was instituted, 
 the text-books for the first year only were determined. The higher classes having 
 studied and reviewed all these, became impatient to commence the next studies in 
 order. All verbal applications having proved of no avail, a letter was addressed 
 to Mr. Quincy, urging iu strong terms the necessity of immediate attention to this 
 
42 • 
 
 subject. Alter pressing |^m\"jX'quc\st, and waiting in vain lor a long time, I took 
 upon myself the responsibility of introducing such text-books as seemed best adap- 
 ted to the course of studies marked out ; otherwise the girls in the High School 
 would not have had a single book to study during the whole of the last year! The 
 extent of this responsibility may be learned from the fact, that any teacher who 
 violates any of the regulations of the School Committee, shall immediately be dis- 
 missed ; and these regulations jirovide that the books used in the public schools 
 shall be " such and sucJi only as shall have met the approbation of their respective 
 sub-committees." 
 
 While the visits of the committee were "few and far between," the only written 
 communication from the board witli which - 1 was honored for more than a year, 
 was a letter from the Mayor, reprimanding me "in good set terms," because the 
 young ladies, of their own free will and motion, had agreed among themselves to 
 wear black sillc aprons at the exhibition ! And many of the communications which 
 I made to the board from time to time, were so far honored as to be transferred to 
 the hands of Mr. Welsh, and nothing more was done in the matter! The teachers 
 of large public schools meet with so many^ daily trials and vexations, that they 
 may feelingly say, " sufierance is the badge of all our tribe ;"^but when to these is 
 added the marked hostility or contemptuous neglect of their employers, their duties 
 become too irksome to be endured, unless they are either more or less than men. 
 
 While our worthy Mayor was making an array of instances in which the " origi- 
 nal intention" of the Committee, in respect to the^High School for girls "had 
 failed," he might have added one case of real " failure " of some importance to the 
 master at least. He might have said that the board " failed " to pay the salary 
 which had been \-irtually promised, and which I had a right to expect. In estab- 
 lishing the High School, the intention of the Committee was distinctly expressed, 
 that the master should be placed "in respect to salary upon a level with Hhe mas- 
 ters of the Latin and English High Schools," who, it is well known, receive $2,000 
 a year. And when I became a candidate for the situation, it was with this under- 
 standing. It was suggested, however, that it would be safer to legin with a smaller 
 salary, since, if the school were successful, it might easily be increased, and with 
 these expectations, I was satisfied to accept the office with a salary of $1,500. 
 
 I am unwilling to speak of my services in the High School, yet may simply refer 
 to their amount not to their value. The masters of the Latin and English High 
 Schools have each under their immediate care from thirty to forty scholars ; and 
 each of them has several ushers to assist in the general superintendence of the 
 school. I had under my sole care more than one hundred and thirty scholars, and 
 in all circumstances was obliged to depend on my individual resources. Shall I be 
 told that I had the assistance of scholars ? So may every master have. But if 
 the school had been badly conducted, Avould the scholars have been held responsi- 
 ble? I hare no faith in the system which delegates the authorilij of the master to 
 mere children, and substitutes the instruction'and discipline of monitors for Jiis per- 
 sonal services. 
 
 After the school had been fairly established, when the time for fixing the annual 
 salaries approached, I requested the Committee to place mine on the basis origi- 
 nally proposed. I thought the request would be granted almost of course, but 
 after a mature dehberation of several months, my letter was returned, with a very 
 laconic endorsement upon it, that the request would not be granted ! No reason 
 was given for this very flattering and satisfactory decision. Indeed, I have never 
 
yet heard any reason assigned wliy the master of the Il.igh School for girls slioiild 
 be paid one quarter less or any less salary than is paid to the principals of tlie Latin 
 and English High Schools. His services should have l)ccn as valuable, his attain- 
 ments as excellent and varied as theirs. The school undeniably deserved as good a 
 master as any in the city, and if the incumbent was not competent, it was a mis- 
 fortune that might have easily been remedied. 
 
 But one course now remained for me — to send in my resignation^ which I ac- 
 cordingly did in November, 1827. But I would beg leave to ask what would have 
 constituted a smcccss/mZ "experiment" according to Mr. Quincy's ideas upon tlie 
 subject? If the school had excited but little public interest — if few parents had 
 wished to send their daughters there — if the mode of government and instruction 
 had been unpopular — in a word, if its members, from any cause, had been so few 
 that a single room would have furnished the necessary accommodations for the 
 three annual classes, he would have regarded the experiment as completely success- 
 ful! Should any one think this a distorted picture of Mr. Quincy's sentiments, I 
 beg him to read his report and judge for himself. But as the school happened to 
 be the reverse of all this, as the public voice was loud and emphatic in its favor, 
 as the strongest testimony possible was heard from almost every class in tlie com- 
 munity that such a school was wanted and demanded, the "experiment" is de- 
 nounced as "an entire failure," and the institution is to be annihilated, "as liodies 
 perish through excess of blood!" 
 
 In concluding this review, I would again repeat that I was not moved to under- 
 take it, either by personal interest or private feeling. It will readily be conceived 
 tliat this opposition to the High School for girls manifested by some of the most 
 influential members of the School Committee on all occasions, must have been a 
 deep source of mortification and regret to a man whose hopes were all centred in 
 its success, and who labored, regardless of fatigue and health and the pleasures of 
 society, to satisfy the wishes and expectations of its friends so far as his limited 
 abihties would permit. The /«c^ of Mr. Quincy's hostility to the school is mani- 
 fest, and his unfavorable account of the "experiment " will l)e respected accord- 
 ingh'. The integrity of his motives has not been questioned. Doubtless they have 
 been pure and conscientious; a difference in opinion is no proof of dishonesty. 
 But while it is granted that his opposition to the school may have been founded in 
 a sincere belief that the interests of the city do not require such an institution, 
 it cannot be denied, that in his zeal to put it down, he has suffered himself to pur- 
 sue a course of measures which we should not have expected from an intelligent 
 and liigh-minded magistrate. 
 
 BosTOX. 182S. EBENEZKR BAILEY. 
 
BARNARD'S EDUCATIONAL BIOGRAPHY. 
 
 Educational Biography ; or ^Icnioirs of Tcaclicrs, Educators, and Pro 
 moters and Benefactors of Education, Literature, and Science. By Henry 
 Barnard, LL.D. Part T. Teachers and Educators. Vol. I., United 
 States. New York: F. C. Brownell. 
 
 Price, $3.50, in half Turkish Morocco. 
 
 Contents of Volu.me I. 
 
 Page. 
 
 Introduction — Educntional Biogrnpliy, 11 
 
 EzEKiKL Cheevkr, and llie Early Free Scliouls of New England, 13 
 
 Samuel Johnson, 43 
 
 Caleb Bingham, 53 
 
 Timothy Dvvight, 78 
 
 Thomas II. Gallaudkt, fVlth Portrait, 97 
 
 Denison Olmsted, With Portrait, 119 
 
 Mrs. Emma VVillard, JVith Portrait, 125 
 
 Samuel Read Hall, 169 
 
 James G. Carter, With Portrait, 182 
 
 Warren CoLBURN, With Portrait, 195 
 
 Gideon F. Thayer, With Portrait, 218 
 
 William Russell, With Portrait, 227 
 
 Harvey P. Peet With Portrait, 232 
 
 William A. Alcott, IVilh Portrait 249 
 
 William C. Woodbridge,. . With Portrait, 268 
 
 Walter R. Johnson, With Portrait, 281 
 
 Wilbur Fisk With Portrait, 297 
 
 John Kingsbury, With Portrait, 311 
 
 Lowell Mason, With Portrait, 326 
 
 George B. Emerson, With Portrait, 333 
 
 Calvin E. Stowe, With Portrait, 344 
 
 Samuel Lewis, With Portrait, 351 
 
 Horace Mann, With Portrait, 36.'i 
 
 Cyrus P eirce, JVith Portrait, 405 
 
 Nicholas Tillinghast, IVith Portrait, 439 
 
 Francis Dvvight, IVith Portrait, 4.57 
 
 David Perkins Page, With Portrait, 465 
 
 William F. Phelps, With Portrait, 473 
 
 John S. Hart, With Portrait, 48J 
 
 Frederick A. P. Barnard, . . With Portrait, 497 
 
 We are glad to see that Dr. Barnard has consented to let his puljlishers bring 
 together into one volume, the memoirs of eminent American Teachers anil 
 Kducators which have appeared in the first series of the American Jnurnal of 
 Education. Richly bound, and illustrated with over twenty Portraits, from en- 
 gravings on steel or copper by our best artist.s, it is the most creditable tribute 
 which has yet been jjaid in English Literature to the scholastic profession. It 
 forms a splendid and appropriate gift-book to Teachers, and Promoters of VWu- 
 cational Improvement. — Connecticut Common School Journal, for Fchrxiary, 1S59. 
 
 This elegant and useful contribution to educational literature will, Ave trust, 
 receive a cordial welcome from teachers. Nothing ever issued from the i^ress 
 could be a more appropriate ornament for the tencher's library or center- 
 table. — Massachusetts Teacher, for Fchruary, 1859. 
 
UBRARY OF 
 
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LIBRARY OF CONGRESS 
 
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