hettlj OF EZEKIEL CHEEVER, no: rnr.E SCHOOLS AND J-AIILV SITIDOL-BOOKS or M:\V KXGLAXD. BY HENRY BARNARD. ith a^lditions from thp American Journal of Education for March, 1856.] FOR SALE BY F. C. B; f VRTFURD, THE following Biographical Sketch of " the Father of Connecti- cut Schoolmasters," and the Patriarch of Elementary Classical Cul- ture in New England, was read before the Connecticut Historical Society at its regular monthly meeting on the first Tuesday of No- vember, 1855. It is the first of a series of similar sketches which the author proposes to prepare, or cause to be prepared, for publica- tion in the AMERICAN JOURNAL OF EDUCATION, as a proper trib- ute to a much deserving, but neglected class of public benefactors. In this " doing of justice" he solicits the co-operation of every friend of education and of schools in every part of the country, by con- tributing material for, or in furnishing a sketch of the life, character and services of any successful teacher or educator in any depart- ment of human culture, in this respective neighborhood. OF EZEKIEL CHEEVER, WITH NOTES ON THE FREE SCHOOLS AND EARLY SCHOOL-BOOKS OF NEW ENGLAND. BY HENRY ,BARNARD. [Reprinted with additions from the American Journal of Education for March, 1856.] FOR SALE BY F. C. BROWNELL, HARTFORD, CONN. THE following Biographical Sketch of " the Father of Connecti- cut Schoolmasters," and the Patriarch of Elementary Classical Cul- - ture in New England, was read before the Connecticut Historical Society at its regular monthly meeting on the first Tuesday of No- (^vember, 1855. It is the first of a series of similar sketches which the author proposes to prepare, or cause to be prepared, for publica- tion in the AMERICAN JOURNAL OF EDUCATION, as a proper trib- ute to a much deserving, but neglected class of public benefactors. In this " doing of justice" he solicits the co-operation of every friend of education and of schools in every part of the country, by con- tributing material for, or in furnishing a sketch of the life, character and services of any successful teacher or educator in any depart- ment of human culture, in this respective neighborhood. LB 475 C5B5L Annex THE AMERICAN JOURNAL OF EDUCATION, commenced by the undersigned in May, 1855, and united, after much of the copy of Number One was in type, with the College Review and Eilucational Journal, projected by the Rev. Absalom Peters, D. D.> will hereafter be published by the undersigned on his original plan; the agreement for the joint editorship and proprietorship of the Journal and Review, having been dissolved by mutual consent and for mutual convenience. The American Journal of Education for 1856 will consist of Seven Numbers, of which numbers I. and II. are already printed under the title of the American Journal of Education and College Review. A number will be issued on the 1st of March, May July, September, and November of 1856. The five numbers to be issued in 1856 will contain, on an average, each 160 pages and the whole will constitute a volume of at least 1,000 pages, or two volumes, each, of at least 500 pages. Each number will be embellished with an engraved portrait of an eminent teacher or benefactor of education, or with one or more wood-cuts of buildings, apparatus, or other preparations for educational purposes. The subscription price is Three Dollars for the current year, (1856), commencing with Number One, and payable in advance. It is the intention of the editor to labor faithfully to make the American Journal of Education the repository of the past history and present condition of educational sys terns, institutions, and Jagencies in every civilized country, and the medium of the current intelligence and discussion on these great subjects between the friends of improvement in every part of our country, whether interested directly in public or private schools, or in the higher or elementary branches of knowledge. AJ1 communications relating to the American Journal of Education may be addressed, HENRY BARNARD, February 21th, 1856. Hartford, Conn. CONTENTS. NO. 1. PAGE. Editorial Introduction '. 1 THE AMERICAN ASSOCIATION FOR THE ADVANCEMENT OP EDUCATION. Journal of Proceedings of Fourth Annual Meeting, held in Washington, on the 27th, 18th, 29th and 30th of December, 1854. By R. L. Cooke, Secretary 9 I. PHILOSOPHY OP EDUCATION. By Joseph Henry, LL. D 17 Remarks on the same, by Bishop Potter, Prof. Bache. Dr. Proudfit, and others 32 II. THE ANGLO-SAXON ELEMENT IN THE ENGLISH LANGUAGE. By John S. Hart, LL. D.. 33 .Remarks on the same, by Bishop Potter, Prof. Dimitry, Dr. Proudfit, Rev. M. Hamill, Prof. Bache, Dr. Stanton, Prof. Henry, and others 60 III. CLASSICAL EDUCATION. By David Cole, Trenton, New Jersey 67 Remarks on the same by A. Greenleaf, Bishop Potter, Z. Richards, Dr. Proudfit 83 IV. DESCRIPTION OP THE PUBLIC HIGH SCHOOL HOUSE IN PHILADELPHIA. By John S. Hart, LL. D. % Remarks on the same by Prof. Bache, Dr. Proudfit, Mr. Barnard, and others 100 V. PRACTICAL SCIENCE. An Account of a Visit to the Office of the Coast Survey 103 VI. DISCIPLINE, MORAL AND MENTAL. By X. Richards, Washington 107 VII. EDUCATION AMONG THE CHEROKEE INDIANS. By William P. Ross 120 VIII. SCHOOL GOVERNMENT. By Rev. Samuel Hamill, Lawrenceville, New Jersey 123 IX. PLAN OF CENTRAL AGENCY FOR THE ADVANCEMENT OF EDUCATION IN THE UNITED STATES. By Henry Barnard, Hartford, Ct 134 NO. 2. Portrait of Abbott Lawrence from a Steel Engraving. I. EDITORIAL INTRODUCTION 137 II. UNCONSCIOUS TUITION. By Prof. F. D. Huntington, of Harvard College 141 III. THE DEMOCRATIC TENDENCIES OF SCIENCE. By Prof. D. Olmsted, of Yale College 164 IV. IMPROVEMENTS PRACTICABLE IN AMERICAN COLLEGES. By Prof. F. A. P. Barnard 174 V. POPULAR EDUCATION IN UPPER CANADA. By George Hodgins, of Toronto 186 VI. BENEFACTORS OF EDUCATION, LITERATURE AND SCIENCE 202 VII. ABBOTT LAWRENCE 205 VIII. THE LAWRENCE SCIENTIFIC SCHOOL, with an Illustration 216 IX. AMERICAN COLLEGES ; History of Illinois College 225 X. RICHMOND FEMALE INSTITUTE, with Illustrations 231 XI. EDUCATIONAL INTELLIGENCE 234 368826 BARNARD'S |ouriuil of (gin ration. THE AMERICAN JOURNAL OF EDUCATION for 1866, edited ami published by HENRY BARNARD, Hartford, Conn., will consist of seven Numbers, of which Numbers I. & II. are already issued under the title of the American Journal of Education and Col- lege Review. A number will be issued on the 1st of March, May, July, September, and November. Each of the five numbers to be issued in 1856, will contain on an average 160 pages, and the whole will constitute two volumes, of at least 500 pages each. The two volumes will be embellished by portraits on steel of five eminent teachers or benefactors of education, and with thirty wood cuts, illustrative of recent improvements in the ventilation, warming, acoustics, and furniture of buildings de- signed for lectures, class-rooms, and other educational purposes. TERMS, $3.00. CONTENTS. NO. 3, FOR MARCH. PAQI Portrait of George Peabody, Founder of Peabody Institute, Danvers, Mas*. I. EDUCATION, A DEBT DUE FROM PRESENT TO FUTURE GENERATIONS ; illustrated in the endowment of the Peabody Institute .................................... 237 II. EDUCATION AMONG THE HEBREWS. By Rev. Morris Raphall, Ph. D., New York ...... 243 III. PROGRESS or EDUCATIONAL DEVELOPMENT IN EUROPE. By Henry P. Tappan, D. D., LL. D., Chancellor of University of Michigan .............................. 247 IV. IMPROVEMENTS PRACTICABLE IN AMERICAN COLLEGES. By F. A. P. Barnard, LL. D., Prof, of Mathematics and Astronomy in the University of Mississippi ............. 269 V. METHOD OF TEACHING LATIN AND GREEK. By Tayler Lewis, LL. D., Prof, of Greek in Union College, N. Y ............................................... 281 VI. EDUCATIONAL BIOGRAPHY ............................................. 296 VII. BIOGRAPHY OF EZEKIKL CHEEVER, the Patriarch of New England School Masters with Notes on the early Free Schools and Text Books of New England ........... 297 V III. SCIENTIFIC SCHOOLS IN EUROPE, considered in reference to their prevalence, utility, scope, and adaptation to America, by Daniel C. Oilman, A. M ..................... 315 IX. PLAN OF AN AGRICULTURAL SCHOOL. By John A. Porter, M. D.. Prof, of Agricul- tural Chemistry in the Yale Scientific School .............................. 329 X. MORAL EDUCATION. By Rev. Charles Brooks, of Medford, Mass .................. 336 XI. CRIMES OF CHILDREN AND THEIR PREVENTION .............................. 345 XII. SYSTEM OF PUBLIC SCHOOLS IN ST. Louis, Missouri ; with Plans and Description of the Public Uigh School .............................................. 343 XIII. LETTERS TO A YOUNG TEACHER. By Gideon F. Thayer, late Principal of Chauncy Ilall School, Boston ................................................. 357 XIV. DEPARTMENT OF PHILOSOPHY AND THE ARTS IN YALE COLLEGE .................. 359 XV. MAGNITUDE OF THE EDUCATIONAL INTEREST OF THE UNITED STATES ; as shown by Sta- tistical Tables and Summaries of the Population, Educational Funds, Colleges, Acad- emies, Common Schools, Normal Schools, Reform Schools, &c., of the several States. .361 XVI. EDUCATIONAL MOVEMENTS AND STATISTICS ......................................... 385 RUSSIA. 1. Universities. 2. Special Schools for Scientific Education. 3. Military Schools. BELGIUM. Industrial Education. GREAT BRITAIN. 1. Appropriations by Parliament for Education. Science and Art in 1855-56. 2. Distribution of Parliamentary Grant by Department of Science and Art in Board of Trade. 3. Proposed University for Legal Education. 4. Working Men's College in London. 5. Midland Literary and Scientific Institute at Birmingham with Remarks by His Royal Highness Prince Albert, on laying the Corner Stone. 6. Distribution of Parliamentary Grant by Board of Commissioners of National Educa- tion in Ireland. 7. Inquiry into Educational Endowments in Ireland. 8. Salaries of Professors in Universities of Scotland. 9. Dick's Bequest in behalf of Parochial School-Masters. 10. Lord Elgin's Speech at Glasgow, holding up the Canada System of Public Schools to Scotland for imitation. FRANCE. 1. Opinions entertained of American Education. 2. Boarding School for Girls, at ParN. HOLLAND. 1. Universities, Leyden. Utrecht, and Groningcn. 2. Public Schools. GERMANY. Universities of Prussia, Saxony, and Austria. AMERICAN STATES. 1. Colleges in New England in 1855-45. 2. Notices of deferred Arti- cles. 3. Plans of new Public School for Girls in New Yoak. XVII. EDUCATIONAL JOURNALS.. I.German. 2. French. 3. English. 4. American. .. .413 XVIII. BOOKS AND PAMPHLETS RELATING TO SCHOOLS AND EDUCATION .................... 415 VI. EDUCATIONAL BIOGRAPHY. Hail ! tolerant teachers of the race, whose dower Of spirit-wealth outweighs the monarchs might, Blest be your holy mission ! may it shower Blessings like rain, and bring by human right To all our hearts and hearths, love, liberty, and light. WE propose to devote a portion of our columns from time to time, to a series of Biographical Sketches of Eminent Teachers and Educa- tors, who in different ages and countries, and under widely varying circumstances of religion and government, have labored faithfully and successfully in different allotments of the great field of human culture. We hope to do something in this way to rescue from unmerited neglect and oblivion the names and services of many excellent men and women, who have proved themselves benefactors of their race by sheding light into the dark recesses of ignorance and by pre-occupy- ing the soil, which would otherwise have been covered with the rank growth of vice and crime, with a harvest of those virtues which bless, adorn, and purify society. Such men have existed in every civilized state in past times. " Such men," remarks Lord Brougham, "men deserving the glorious title of teachers of mankind, I have found laboring conscientiously, though perhaps obscurely, in their blessed voca- tion, wherever I have gone. I have found them, and shared their fellow- ship, among the daring, the ambitious, the ardent, the indomitably active French ; I have found them among the persevering, resolute, industrious Swiss ; I have found them among the laborious, the warm-hearted, the enthusiastic Germans ; I have found them among the high-minded but enslaved Italians ; and in our own country, God be thanked, their numbers every where abound, and are every day increasing. Their calling is high and holy ; their fame is the property of nations ; their renown fill the earth in after ages, in proportion as it sounds not far off in their own times. Each one of these great teachers of the world, possessing his soul in peace, performs his appointed course, awaits in patience the fulfillment of the promises, resting from his labors, bequeathes his memory to the generation whom his works have blessed, and sleeps under the humble, but not inglorious epi- taph, commemorating 'one in whom mankind lost a friend, and no man got rid of an enemy !' " 2 EDUCATIONAL BIOORAI'IIS Wo cannot estimate too highly the services rendered to the civili- zation of New England, by her early teachers, and especially the teachers of her Town Grammar Schools. Among these teachers wo must include many of her best educated clergymen, who, in towns win- re there was no endowed Free or Grammar School, fitted young men of piety and talent for college, and for higher usefulness in church and state. To her professional teachers and clergy it is due, that schools of even an elementary grade were established and maintained. P>ut for them the fires of classical learning, brought here from the Public Schools and Universities of England, would have died out, the class-rooms of her infant colleges would have been deserted, her parishes would have ceased to claim a scholar for their minister, the management of aft'airs in town and state would have fallen into incompetent hands, and a darkness deeper than that of the surround- ing forests would have gathered about the homes of the people. In view of the barbarism into which the second and third generations of new colonies seem destined to fall, " where schools are- not vigorously encouraged," we may exclaim^ with the Rev. Dr. Mather ' 'Tis Corlet's pains, and Cheever's, we must own, That thou New England, are not Scythia grown. ' Let us then hasten to do even tardy justice to these master builders and workmen of our popular civilization. In the language of President Quincy, when about to review the History of Harvard College for a period of two centuries "While passing down the series of succeeding years, as through the interior of some ancient temple, which displays on either hand the statues of distinguished friends and benefactors, we should stay for a moment in the presence of each, doing justice to the humble, illustrating the obscure, placing in a true light the modest, and noting rapidly the moral and intel- lectual traits which time has spared; to the end that ingratitude the proverbial sin of republics, may not attach to the republic of letters ; and that, whoever feeds the lamp of science, however obscurely, how- ever scantily, may know, that sooner or later, his name and virtues shall be made conspicuous by its light, and throughout all time accompany its lustre." We commence our Educational Biography as we propose to designate the series with a Sketch, such as we have been able to draw up from scanty materials, gleaned from torn and almost illegible records of town, and church, and from scattered items in the publica- tions, pamphlets, and manuscripts of Historical Societies, Antiqua- rians, and Genealogists of Ezekiel Cheever, the Father of Connecti- cut School-masters, the Pioneer, and Patriarch of elementary classi- cal culture in New England. r" VII. BIOGRAPHY OF EZEKIEL CHEEVER. ON THE EARLY FREE, OR GRAMMAR SCHOOLS OF NEW ENGLAND. EZEKIEL CHEEVER, the son of a linen draper of London, was I born in that city on the 25th of January, 1614. .Of his education and life in England, we find no mention ; or any memorial except copies of Latin verses,* composed by him in London, between the years 1631 and 1637, and manuscript dissertations, and letters written in Latin, now in the Boston Athceneum. The pure Latinity of these per- formances, indicate that he enjoyed and improved no ordinary oppor- tunities of classical training. He came to this country in !J>3jT, land- ing at Boston, but proceeding in the autumn of the same, or the spring of the following year, with Theophilus Eaton, Rev. John Davenport, and others, to Quinnipiac, where he assisted in planting the colony and church of New Haven his name appearing in the " Plantation Covenant," signed in "Mr. Newman's Barn," on the 4th of June, 1639, among the principal men of the colony. He was alsotSrosen one of twelve men out of " the whole number thought fit for the foundation work of a church to be gathered," which " elect twelve " were charged "to chose seven out of their own number for the seven pillars of the church," that the Scripture might be fulfilled " Wisdom hath builded her house, she hath hewn out her seven pillars" From various considerations it is thought that he held the office of deacon in the first church of New Haven, from 1644 to 1650, and some- times conducted public worship. In May 1647, among other " gross mis- carriages," charged upon one " Richard SmooIF, servant to Mrs. Turner," for the aggregate of which he was "severely whipped," was his ' scof- fing at the Word of God,' as preached by Mr. Cheevers." He was held in such esteem by the " free burgesses," as to be elected one of the "Deputies " from New Haven, to the General Court in October 1646. He commenced there his career as a schoolmaster in 1638, which he continued till 1650, devoting to the work a scholarship and personal character which left their mark for ever on the educational policy of * " A Selection from the Poems of Cheevet's Manuscripts " appended to an edition of Rev. Dr. Mather's CORDERIUS AMERJCANUS, or Funeral Sermon upon Mr. Ezekiel Cheever, published in Boston, by Duttoo and Wenlworth, 1828. 4 EZEKIEL CHEEVER. New Haven.* His first engagement was in the only school, which was opened within the first year of the settlement of the colony, to which the " pastor, Mr. Davenport, together with the magistrates," were ordered " to consider what yearly allowance is meet to be given to it out of the common stock of the town." In 1641, a second and higher grade of school was established, under Mr. Cheever's charge, to which the following order of the town meeting refers : " For the better training of youth in this town, that, through God's blessing, they may be fitted for public service hereafter, in church or commonwealth, it is ordered that a free school be set up, and the magistrate's with the teaching elders are entreated to consider what rules and orders are meet to be observed, and what allowance may be convenient for the schoolmaster's care and pains, which shall be paid out of the town's stock." By Free Schoolef arid Free Grammar School,^ as used in this extract, To the bright example of such a teacher, and especially to the early, enlightened, and per. severing labors of the Rev. John Davenport, the first pastor of the first Church of New Ha- ven, and of Theophilus Eaton, the first Governor of the Colony, is New Haven indebted for the inauguration of that educational policy which has made it a seat of learning from its first settlement for the whole country. The wise forecast and labors of these men contemplated, and to some extent realized ; 1. Common Town Schools, where " all their sons may learn to read and write, and cast up accounts, and make some entrance into the Latin tongue." V 2. A Common, or Colony School, with " a schoolmaster to teach the three languages, Latin, Greek, and Hebrew, so far as shall be necessary to prepare them for the college." 3. A Town or County Library. 4. A College for the Colony, " for the education of youth in good litera- ture, to fit them for public service in church and commonwealth." The whole was made morally certain by the employment of good teachers from the start. After the retirement of Mr. Cheever from the school, the records of the Town are full of entries showing the solicitude of the Governor and Minister in behalf of the schools and the education of the children and youth. Under date of Nov. 8, 1652: " The Governor informs the court that the cause of call- ing this meeting is about a schoolmaster," that " he had written a letter to Mr. Bower, who as a schoolmaster at Plymouth, and desires to come into these parts to live, and another letter about one Rev. Mr. Landson, a scholar, who he hears will take that employment upon him," and "that now Mr. James was come to town, who would teach the boys and girls to read and write " " and there would be need of two schoolmasters for if a Latin scholmaster come, it is found he will be discouraged, if many English scholars come to him." About the same date : " The town was informed that there is some motion again on foot concerning the set- ting up of a College here at New Haven, which, if attained will in all likelihood, prove very beneficial to this place "" to which no man objected but all seemed willing." At a General Court of the Colony, held at Guilford, June 28, 1652, " it was thought [the establishment of a college for New Haven Colony] to be too great a charge for us of this jurisdiction to undergo alone. But if Connecticut do join, the planters are generally willing to bear their just propor- tion for creating and maintaining of acollege there [Kew Haven]." "At a town meeting, held February 7, 1667 ('8], Mr. John Davenport, Senior, came into the meeting, and desired to speak something concerning the [Grammar] school ; and first propounded to the town, whether they would send their children to the school, to be taught for the fitting them for the service of God, in church and commonwealth. If they would, then, the grant [made by Mr. D. in 1660, as Trustee of the Legacy of Gov. Hopkins] formerly made to this town, stands good ; but, if not, then it is void : because it attains not the end of the donor. Therefore, he desired they would express themselves." Upon which several townsmen declared their purpose of bringing up one or more of their sons to learning," and as evidence of the sincerity of their declaration, and of the former efforts of Gov. Eaton and Mr. Davenport, in favor of liberal education, Prof. Kingsley in his Historical Discourse, on the 200th Anniversary of the First Settlement of the Town, remarks : " Of the graduates of Harvard College, from its foundation to year 1700 [the founding of Yale College], as many as one in thirty, at least, were from the town of New Haven " with a population, so late as the year 1700, of only five bun. dred persons. See Barnard's History of Education in Connecticut, 1833. t The fint establishment of the FREK SCHOOL or School for ihe gratuitous instruction of poor E7.EKIEL CHEEVER. g and in the early records both of towns and the General Court in Connec- ticut and Massachusetts, was not intended the Common or Public School, children can be traced back to the early ages of the Christian Church. Wherever a missionary station was set up, or the Bishops' residence or Seat [cathedra, and hence Cathedral] was fixed, there gradually grew up a large ecclesiastical establishment, in which were concentrated the means of hospitality for all the clergy, and all the humanizing influences of learning and religion for that diocese or district. Along sirt at precision. From this map Cheever's school-house is represented in this sketch. King's Chapel is drawn from a view of more pretensions, representing the whole town, from t above the harbor, in 1744. In that view, unfortunately, Cheever's school-house does [>pear. As King's Chapel was materially enlarged in 1710, it has been represented here ing, in Cheever's time, somewhat shorter than in the authority alluded to. In an early rint, described by Dr. Greenwood, a crown was represented below its vane, which has, refore, been placed there in this sketch." Mr Gould introduces into his notice of the controversy which attended the removal of H school house, to make room for an enlargement of the church, the followine inv omptu epigram wri.ten by Joseph Green, Esqr., and sent to Mr. Lovell in the School, inA' 88 nn T C 1 that " le tOWD had agreed t0 grant Penal-ion to the proprietors of King s Chapel to take down the old house. A fig for your learning : I tell you the Town, To make the church larger, must pull the school down *ily spoken, replied Master Birch- Then learning, I fear, stops the growth of the Church EZEKIKL CHEEVER. J3 Some light is thrown on the internal economy of the school under Mr. Cheever's charge, of the age at which pupils were admitted, the motives to study and good behavior appealed to, the punishments in- flicted, as well as on the importance attached to religious training in the family and the school at that day, in the biographies of several of his pupils who became eminent in after life. The Autobiography of the Rev. John Barnard, of Marblehead,""] drawn up by him, in 1766, in the 85th year of his age, at the request I of the Rev. Dr. Stiles, of Yale College, and printed for the first time in the Collections of the Massachusetts Historical Society Third serif Vol. V., p. 177 to 243, contains a sketch of his school experience under Mr. Cheever's tuition, and glimpses of the family and college training of that early day. In the extracts which follow, the chasms are found in the mutilated manuscript, and the words printed in Italics are inserted from conjecture by the Publishing Committee of the Society. " I was born at Boston, 6th November 1681 ; descended from reputable parents^ vi/.. .John and Esther Barnard, remarkable for their piety and benevolence, who devoted me to the service of God, in the work of the ministry from my very birth ; and accordingly took special care to instruct me themselves in the prin- ciples of the Christian religion, and kept me close at school to furnish my young mind with the knowledge of letters. By that time I had a little passed my sixth year, I had left my reading-school, in the latter part of which my mistress made me a sort of usher, appointing me tof teach some children that were older than myself, as well as smaller ones ; and in which time I had read my Bible through thrice. My parents thought me to be weakly, because of my thin habit and pale countenance, and therefore sent me into the country, where I spent my seventh summer, and by the change of air and diet and exercise I grew more fleshy and hardy ; and that I might not lose my reading, was put to a school-mistress, and returned home in the fall. In the spring 1689, of my eighth year I was sent to the grammar-school, * Of the author of this autobiography, the Rev. Dr. Chauncey, of Boston, in a letter to Dr. Stiles, dated May 6, 1768, says : " He is now in his eighty-seventh year. I esteem him one of our greatest men. He is equalled by few in regard either of invention, liveliness of imagina- tion, or strength and clearness in reasoning." On the burning of the Library of Harvard College, in 1764, he presented many books from his own library, and imported others from England to the value of ten pouuds sterling; and, in his will, bequeathed two hundred pounds to the same institution. He died January 24, 1770, in the eighty-ninth year of his age. " Of his charities," he remarks, in his autobiography, " I always thought the tenth of my in- come due to our great Melchisedeck. My private ones are known unto God ; .but, there is one way of service I venture to tell you of; I have generally kept two boys of poor parents at school, and, by this means, have been instrumental in bringing up, from unlikely families, such as have made good men, and valuable members of the Commonwealth." fit appears from this statement that this unnamed school-mistress adopted the monitorial system a century and more before Bell, or Lancaster, or their respective adherents convulsed (tie educational world of England by their claims to its authorship. She applied the princi- ple of mutual instruction which is as old as the human family, and which has been tried to some extent, in ail probability, in the instruction and discipline of many schools in every age of the world. Certain it is, that the system, with much of the modern machinery of monitors, was adopted by Trotzendorf, in Germany, in the sixteenth century, and by Paulet in France, many years before these two champions of an economical system of popular edu- cation, by means of one head master, with boys and girls for assistants, in a school of many hundred children, ever set up their model schools in Madras or London. 14 K7.KK.lKl. CHEEVER. under the tuition of the aged, venerable, and justly famous Mr. Ezekiel Cheever. Hut after a few weeks, an odd accident drove me from the school. There was an oliler lad entered the school the same week with me; we strove who should outdo; and lie heat me by the help of a brother in the upper class, who behind master with the accidence open for him to read out off; by which m< an.s he could recite his * * three and four times in a forenoon, and the same in the afternoon ; but I who had no such help, and was obliged to commit all to memory, could not keep pace with him ; so that he would be always one before me. My ambition could not bear to be outdone, and in such a fraudulent manner, and therefore I left the school. About this time arrived a dissenting minister from England, who opened a private school for reading, writing, and Uitin. My good father put me under his tuition, with whom I spent a year and a half. The gentleman receiving but little encouragement, threw up his school, and returned me to my father, and again I was sent to my aged Mr. Cheever, who placed me in the lowest class ; but finding I soon read through my * * * , in a few weeks he advanced me to the * * * , and the next year made me the head of it. In the time of my absence from Mr. Cheever, it pleased God to take to him- self my dear mother, who was not only a very virtuous, but a very intelligent woman. She was exceeding fond of my learning, and taught me to pray. My good father also instructed me, and made a little closet for me to retire to for my morning and evening devotion. But, alas ! how childish and hypocritical were all my pretensions to piety, there being little or no serious thoughts of God and religion in me. *#*** Though my master advanced me, as above, yet I was a very naughty boy, ' much given to play, insomuch that he at length openly declared, " You Barnard, I know you can do well enough if you will ; but you are so full of play that you hinder your classmates from getting their lessons ; and therefore, if any of them cannot perform their duty, I shall correct you for it." One unlucky day. tie of lyy classmates did not look into his book, and therefore could not say his lesson, though I called upon him once and again to mind his book: upon which our master be_at me. I told master the reason why he could not say his 1. >-on was, his declaring he would beat me if any of the class were wanting in their duty ; since which this boy would not look into his book, though I called upon him to mind his book, as the class could witness. The boy was pleased with my being corrected and persisted in his neglect, for which I was still corrected, and that for several days. I thought, in justice, I ought to correct the boy. and compel him to a better temper; and therefore, after school was done, I went Up to him, and told him I had been beaten several times for his neglect ; and since master would not correct him I would, and I should do so as often as I was corrected for him ; and then drubbed him heartily. The boy never came to school any more, and so that unhappy affair ended. Though I was often beaten for my play, and my little roguish tricks, yet I don't remember that I was ever beaten for my book more than once or twice. One of these was upon this occasion. Master put our class upon turning y)->oj>'s Fables into Latin verse. Some dull fellows made a shift to perform this to accept- ance ; but I was so much duller at this exercise, that I could make nothing of it ; for which master corrected rne, and this he did two or three days going. I hud honestly tried my possibles to perform the task ; but having no poetical fancy, nor then a capacity opened of expressing the same idea by a variation of phrases, though I was perfectly acquainted with prosody, I found I could do nothing; and therefore plainly told my master, that I had diligently labored all I could to per- form what he required, and perceiving I had no genius for it, I thought it was in vain to strive against nature any longer ; and he never more required it of me. Nor had I any thing of a poetical genius till after I had been at College some time, when upon reading some of Mr. Cowley's works, I was highly pleased, and a new scene opened before me. I remember once, in making a piece of Latin, my master found fault with the syntax of one word, which was not so used by me heedlessly, but designedly, and therefore I told him there was a plain grammar rule for it. He anjrrily replied, there was no such rule. I took the grammar and showed the rule to him. Then he smilingly said, "Thou art a brave boy ; I had forgot it." And no wonder ; for he was then above eighty years old. EZEKIEL CHEEVER. Jg We continue these extracts beyond the passages which relate to Mr. Barnard's experience in Mr. Cheever's school, because they throw light on college life at that time. " From the grammar school I was admitted into the college, in Cambridge, in New England, in July, 1696, undor the Presidentship of the very reverend and excellent Dr. Increase Mather, (who gave me for a thesis, Habenti dabitur,*) and the tutorage of those two great men, Mr. John Leverett, (afterwards President,) and Mr. William Brattle, (afterwards the worthy minister of Cambridge.) Mr. Leverett became my special tutor for about a year and a half, to whom succeeded Mr. Jabez Fitch, (afterwards the minister of Ipswich with Mr. John Rogers, who, at the invitation of the church in Portsmouth, New Hampshire, removed to them.) Upon my entering into college, I became chamber-mate, the first year, to a senior and a junior sophister; which might have been greatly to my"advaji- tage, had they been of a studious disposition, and made any considerable progress in literature. But, alas ! they were an idle pack, who knew but little, and took no pains to increase their knowledge. When therefore, according to my dis- position, which was ambitious to excel, I applied myself close to books, and began to look forward into the next year's exercises, this unhappy pair greatly discou- raged me, and beat me off from my studies, so that by their persuasions I foolishly threw by my books, and soon became as idle as they were. Oh ! how baneful is it to be linked with bad company ! and what a vile heart had I to hearken to their wretched persuasions ! I never, after this, recovered a good studious disposition, while I was at college. Having a ready, quick memory, which rendered the common exercises of the college easy to me, and being an active youth, I was hurried almost continually into one diversion or another, and gave myself to no particular studies, and therefore made no great proficiency in any part of solid learning. ************ In July, 1700, 1 took my first degree, Dr. Increase Mather being President; after which I returned to my honored father's house, where I betook myself to close studying, and humbling myself before God with fasting and prayer, implor- ing the pardon of all my sins, through the mediation of Christ ; begging the divine Spirit to sanctify me throughout, in spirit, soul, and body, and fit me for, and use me in the service of the sanctuary, and direct and bless all my studies to that end. I joined to the North Church in Boston, under the pastoral care of the two Mathers. Some time in November, 1702, I was visited with a fever and sore throat, but through the mercy of God to a poor sinful creature, in a few days I recovered a good state of health ; and from that time to this, November, 1766, I have never had any sickness that has confined me to my bed. While I continued at my good father's I prosecuted my studies ; and looked something into the mathematics, though I gained but little ; our advantages there- for being noways equal to what they have, who now have the great Sir Isaac Newton, and Dr. Halley, and some other mathematicians, for their guides. About this time I made a visit to the college, as I generally did once or twice a year. where I remember the conversation turning upon the mathematics, one of the company, who was a considerable proficient in them, observing my ignorance, said to me he would give me a question, which if I answered in a month's close application, he should account me an apt scholar. He gave me the question. I, who was ashamed of the reproach cast upon me, set myself hard to work, and in a fortnight's time returned him a solution of the question, both by trigonometry and geometry, with a canon by which to resolve all questions of the like nature. When I showed it to him, he was surprised, said it was right, and owned he knew no way of resolving it but by algebra, which I was an utterly straniri-r to. I also gave myself to the study of the Biblical Hebrew, turned the Lord's prayer, the creed, and part of the Assembly's Catechism into Hebrew, (for which I had Dr. Cotton Mather for my corrector,) and entered on the task of finding the radix of every Hebrew word in the Bible, with designs to form a Hebrew Concordance ; but when I had proceeded through a few chapters in Genesis, I found the work was done to my hand by one of the Buxtorfs. So I laid it by. * * About two months before I took' my second degree, the reverend and deserv- edly famous Mr. Samuel Willard, then Vice-President, called upon me, (though I lived in Boston,) to give a common-place in the college hall ; which I did, the j ,; EZEKIEL CHEEVER latter end of June, from 2. Peter, i. 20, 21, endeavoring to prove the divine inspi- ration and authority of the holy Scriptures. When 1 had concluded, the President was so good as to say openly in the hall, ' Bene fecisti, Barnarde, et gratias ago f6i.' Under him I Ux>k my seemul decree in -July, 1703." | In Turrell's " Life and Character of Rev. Benjamin Colman, D. D., late pastor of a church in l'x.>toi), New England, who deceased August 29, 1747," and published in 1749, there is the following sketch of the school life of this eminent divine. " He was of a tender constitution from his birth, and very backward in his speech and reading till he arrived to tin- age of five years; when, at once, he grew for- ward in both, and entered (in 1678) young and small into the Grammar School under the tuition of tfte venerable and learned .Mr. Ezekiel Cheevcr. His sprightly genius and advances in learning were soon (with pleasure) observed by his preceptor, insomuch, that, in his first and second years, he was several times called upon by him to reprove and shame some dull boys of upper forms, when they grosly failed in their catechism and some low Exercises. He was fired with a laudable ambition of excelling at his book, and a fear of being outdone. By his industry at home, he always kept foremost, Or equal to the best of the form at school ; and, a great advantage he had (which, at that time, gave him no little (pain in the promptness, diligence, and brightness of his intimate companion, Prout, who used to spend his hours out of school, generally, in studies with him, the two or three last years of his life ; and. their preceptor used, openly, to compare their exercises, and, sometimes, declare he knew not which were best, and, bid Colman take heed, for, the first time he was outdone, Prout should have his place. But, alas ! a violent fever seized the lovely, shining, ambitious boy, and suddenly carried him to an higher form, to the great grief as well as hurt of Colman, who was now left without a rival, and, so without a spur to daily care and labour. How- ever, he followed his studies so well that he was qualified for an admission into arvard College in the year 1688. His early piety was equal to his learning. His pious Mother (as he records it, to her eternal honour), like Lemuel's, travailed in pain through his infancy and childhood for the new birth ; and, to her instructions and corrections added her commands and admonitions respecting every thing that was religious and holy ; and, in a particular manner, about the duty of praying to God in secret, and, also, caused him and her other children to retire and pray together, and for one an- other on the Lord's Days at noon. While a school-boy for a course of years, he and some of his companions, by their own proposal to each other, under the encouragement of their parents, and, with the consent of their preceptor, used to spend a part of Saturdays in the after- noon hi prayer together at the house of Mr. Colman, which continued until their leaving the school and going to college : Mather, Baker, Prout, Pool, Townsend were of this number ; and, for the most part, behaved decently and seriously in these early exercises of piety and devotion. After his admission into college, he grew in piety and learning, and in favor with God and man. He performed all his exercises to good acceptance ; many of them had the applauses of his learned tutor, Mr. John Leverett. He was much animated to the study of the liberal sciences, and to make the utmost improve- ment in them from the shining example of the excellent Pemberton, who was a year before him in standing. To be next to him seems to bound his ambition until he passed his degrees of Batchclor and Master of Arts, which he did in the years 1692 and 95, under the Presidentship of the memorable Dr. Increase Mather. When he pronounced the public Oration, on taking his Master's De- gree, his thin and slender appearance, his soft and delicate voice, and the red spots in his cheeks, caused the audience in general to conclude him bordering on a consumption, and to be designed but for a few weeks of life. From the bright but brief career of young Prout, and from the " red spots " on the cheeks of the gifted Colman, we fear that Mr. Cheever did not always temper the undue ardor of his pupils. n | e i_.\^ EZEKIEL CHEEVER. Of Mr. Cheever's discipline, we may form some notion from the testimony of his pupils. The following lines from Coote's " English Schoolmaster," a famous manual* of that day in England, may have been the substance of his " school code." THE BCHOOLMABTKR TO HIS SCHOLARS. ' My child and scholar take good heed unto the words that here are set, And see thou do accordingly, or else be sure thou shall be beat. First, I command thee God to serve, then, to thy parents, duty yield ; Unto all men be courteous, and mannerly, in town and field. Your cloaths unbuttoned do not use, let not your hose ungartered be ; Have handkerchief in readiness, Wash hands and face, or see not me. If broken-hos'd or shoe'd you go, or slovenly in your array, Without a girdle, or untrust, then you and I must have a fray. If that thou cry, or talk aloud, or books do rend, or strike with knife ; Or laugh, or play unlawfully, then you and I must be at strife. If that you curse, miscall, or swear, if that you pick, filch, steal, or lye ; If you forget a scholar's part, then must you sure your points untye. If that to school you do not go, when time doth call you to the same ; Or, if you loiter in the streets, when we do meet, then look for blame. Lose not your books, ink-horns, or pens, nor girdle, garters, hat or band, Let shooes be tyed, pin shirt-band close, keep well your hands at any hand. Wherefore, my child, behave thyself, so decently, in all assays, That thou may'st purchase parents love, and eke obtain thy master's praise." Although he was doubtless a strict disciplinarian, it is evident, from the affectionate manner in which his pupils, Mather, Barnard, and Colman speak of him, and the traditionary reputation which has de- scended with his name, that his venerable presence was accompanied by " an agreeable mixture of majesty and sweetness, both in his voice and countenance," and that he secured at once obedience, reverence, and love. * The following is the title-page of this once famous school-book, printed from a copy of the fortieth edition, presented to the author of this sketch, by George Livermore, Esq., of Cambridge, Mass. "THB ENGLISH SCHOOL-MASTER. Teaching all his Scholars, of what age so ever, the most easy, short, and perfect order of distinct Reading, and true Writing our English-tongue, that hath ever yet been known or published by any. And further also, teacheth a direct course, how many unskilful person may easily both under- stand any hard English words, which they shall in Scriptures, Sermons, or else-where hear or read ; and also be made able to use the same aptly themselves ; and generally whatsoever is necessary to be known for the English speech : so that he which hath this book only need- eth to buy no other to make him fit from his Letters to the Grammar- School, for an Apprentice, or any other private use, so far as concerneth English : And therefore it is made not only for Children, though the first book be meer childish for them, but also for all other ; especially for those that are ignorant in the Latin Tongue. In the next Page the School-Master hangeth forth his Table to the view of all beholders, set- ting forth some of the chief Commodities of his profession. Devised for thy sake that wan test any part of this skill ; by Edward Coote, Master of the Free- school in Saint Edmund's- Bury. Perused and approved by publick Authority; and now the 40 time Imprinted: with certain Copies to write by, at the end of this Book, added. Printed by A. M. and K. R. for the Company of Stationers, 1680. 18 E7.EK1EL CHEEVER. Of the text-books used by Mr. Cheever, to what extent the New England Primer had superseded the Royal Primer of Great Britain, whether James Hodder encountered as sharp a competition as any of the Arithmeticians of this day, whether Lawrence Eachard, or G. Meriton, gave aid in the study of Geography at that early day, we shall not speak in this place, except of one of which he was author.* During his residence at New Haven he composed The Accidence, "A short introduction to the Latin Tongue,'' which, prior to 1790, had passed through twenty editions, and was for more than a century the hand-book of most of the Latin scholars of New England. We have before us a copy of the 20th edition, with the following title page: "A SJIORT INTRODUCTION TO THE LATIN LANGUAGE: For the Use of the Lower Forms in the Latin School. Being the ACCIDENCE, Abridged and compiled in that most easy and accurate Method, wherein the famous Mr. EZBKIEL CHEEVBR taught, and which he found the most advantageous, by Seventy Year's Experience. To which is added, A CATALOGUE of Irregular Nouns, and Verbs, disposed Alphabetically. The Twentieth Edition. SALEM: Printed and Sold by Samuel Hall, MDCCLXXXV." This little book embodies Mr. Cheever's method of teaching the rudiments of the Latin language, and was doubtless suggested or abridged from some larger manual used in the schools of London at the time, with alterations suggested by his own scholarly attainments, and his experience as a teacher. It has been much admired by good judges for its clear, logical, and comprehensive exhibition of the first principles and leading inflexions of the language. The Rev. Samuel Bentley, D. D., of Salem, (born 1758, and died 1819), a great anti- quarian and collector of school-books, in some " Notes for an Address on Education," after speaking of Mr. Cheever's labors at Ipswich as mainly instrumental in placing that town, " in literature and popula- tion, above all the towns of Essex County," remarks : " His Accidence was the wonder of the age, and though, as his biographer and pupil, Dr. Cotton Mather, observed, it had not excluded the original grammar, it passed through eighteen editions before the Revolution, and had been used as generally as any elementary work ever known. The familiar epistles of this master to his son, minister of Marblehead, are all worthy of the age of Erasmus, and of the days of Ascham. " Before Mr. Cheever's Accidence obtained, Mr. John Brinsley's method had obtained, and this was published in 1611, three years before Cheever was born It is in question and answer, and was undoubtedly known to Cheever, who has availed himself of the expression,. but has most ingeniously reduced it to the form Unless some one, with more abundant material in hand, will undertake the task, we shall prepare ere long a Paper on the Early School Books of this country, published prior to 1800, with an approximation, at least, to the number issued since that date. E7.EK.IEL CHEEVER. jg of his Accidence, 134 small 4to pages to 79 small 12mo., with the addition of an excellent Table of Irregular Verbs from the great work of the days of Roger Ascham."* AVe have not been able to obtain an earlier edition of this little work than the one above quoted, or to ascertain when, or by whom, it was first printed.f An edition was published so late as 1838, under the title of CHEEVER'S LATIN ACCIDENCE, with an announcement on the title-page that it was " used in the schools of this country for more than a hundred and fifty years previous to the close of the last century." This edition is accompanied by letters from several eminent scholars and teachers highly commendatory of its many excellencies, and hopeful of its restoration to its former place in the schools. President Quincy, of Harvard College, says : " It is distinguished for simplicity, comprehensiveness, and exactness ; and, as a primer or first elementary book, I do not believe it is exceeded by any other work, in respect to those important qualities." Samuel Walker, an eminent- instructor of the Latin language, adds: "The Latin Accidence, which was the favorite little book of our youthful days, has probably done more to inspire young minds with the love of the study of the Latin language than any other work of the kind since the first settlement of the country. I have had it in constant use for my pupils, when- ever it could be obtained, for more than fifty years, and have found it to be the best book, for beginners in the study of Latin, that has come within my knowledge." * Mr John Brinsley, author of the Latin Accidence referred to, was the author of a little work on English Grammar, printed in 1622, with the following title: CONSOLA T1ON For Our GRAMMAR SCHOOLES; OR, A faithful and most comfortable incouragement for laying of a sure foundation of a good Learning in our Schooles, and for prosperous building thereupon. More Specially for all those of the inferior sort, and all ruder countries and places ; namely, for Ireland, Wales, Virginia, with the Sotnmer Islands, and for their more speedie at- taining of our English tongue by the same labour, that all may speake one and the same Language. And w it hull, for the helping of all such as are desirous speedlie to recover that which they had formerhe got in the Grammar Schooles : and to proceed aright therein, for the perpetuall benefit of these our Nations, and of the Churches of Christ. LONDON : Printed by Richard Field for Thomas Man. dwelling in Paternoster Row, at the Sign of the Talcot, 1622 ; small 4to. Epistle, dedicatory, and table of contents, pp. 1 c84 and Examiner's Censure, pp. 2. This rare treatise is in the Library of George Brinley, Esq., of Hartford, Conn. t Since the above paragraph was in type, we have seen four other editions of the Accidence the earliest of which is the seventh, printed in Boston, by B. Edes \ is Waited and Longed lor. Allow me the Expression : For I Learn't it of my Hebrew Masters, among whom, 'tis a phrase tor the Death of Learned and Worthy men, Requisiti sunt in Academiam Coelestem. Verrius the Master to the Xephews of Augustus, had a Statue Erected for him ; And Antonius obtained from the Senate, a Statue for his Master Pronto. I am sorry that Mine has none. And Cato counted it more glorious than any Statue, to have it asked, Why has he None ? But in the grateful memories of hip Scholars, there have been and will be Hundreds Erected for him. Under him we Learnt an Oration, made by Tully, in praise of his own Master ; namely that. Pro Archia Poeta. A Pagan shall not out-do us, in our Gratitude EZEKIK1. CHEEVER. 27 unto our Master. There was a famous Christian in the Primitive Times, who wrote a whole Book, in praise of his Master Hierotheus; Entituling it, jrtpc r fiu\,n,in icgoOev Concerning the Blessed llieroiheiis. And if 1 now say a tew things, Concerning the Blessed CUEEVER, no man who thinks well of Gra- titude, or likes well to see the Fifth Commandment observed, will censure it. In the Imperial Law, wo road, that Good Grammarians, having taught with diligence Twenty Years, were to have Special Honour conferred upon them. I Challenge for MY .MASTER, more than a Treble portion of that Special Honour. But, Oh, Let it all pass thro' him, up to the Glorious LORD, who made him to be what he was ! His Eminent Abilities for the Work, which rendred him so long Useful in his Generation, were universally acknowledged. The next edition of, Tran- quillus de Claris Grammaticis, may well enough bring him into the Catalogue, and acknowledge him a Master. lie was not a Meer Grammarian; yet he was a Pure One. And let no Envy Misconstrue it, if I say, It was noted, that when Scholars came to be Admitted into the Colledge, they who came from the Cheeverian Education, were generally the most unexceptionable. What Exception shall be made, Let it fall upon Aim, that is now speaking of it. He flourished so long in this Great Work, of bringing our Sons to be Men, that it gave him an opportunity to send forth many Bezaleels and Aholiabs for th Service of the Tabernacle ; and Men fitted for all Good Employments. He that was my Master, Seven and Thirty Years ago, was a Master to many of my Betters, no less than Seventy Years ago ; so long ago, that I must even mention my Fathers Tutor for one of them. And as it is written for the Lasting Renown of the Corderius, whose Colloquies he taught us ; That the Great CALVIN had been a Scholar to him ; So this our AMERICAN Corderius had many Scholars that were a Crown unto him ; yea, many that will be his Crown in the Presence of our Lord Jesus Christ at his Com- ing; yea, many that were got into the Heavenly World before him. And the mention of the Heavenly World, leads me to that which I would principally take notice of. His PIETY, I say, His PIETY ; and his care to infuse Documents of Piety into the Scholars of his Charge, tliat he might carry them with him to the Heavenly World. When Aristotle set up a Monument for his Master Plato, he inscribed upon it, this Testimony, HE WAS OXH \VIIOM ALL GOOD MEN OUGHT TO IMITATE, AS WELL AS TO CELEBRATE. MY MASTER went thro' his Hard Work with so much Delight in it, as a work for GOD and CHRIST, and His People : He so constantly Prayed with us every Day, Catechised us every Week, and let fall such Holy Counsels upon us ; He took so many Occasions, to make Speeches unto us, that should make us Afraid of Sin, and of incurring the fearful Judgments of God by Sin; That I do propose him for Imitation. Verily, If all School-masters would Watch for Souls, and wisely spread the Nets of Salvation for the Souls of their Children, in the midst of all their Teach- ing; Or, if the wondrous Rules of Education, lately published and practised, in that Wonder of the World, the School of Glaucha near Hall in the Lower Saxony, were always attended : Who can tell, what Blessed Effects might be seen, in very many Children made wise unto Salvation 1 Albertus, who from his Great Learning had the Syrname of Magnus, desired of God some years before he died, That he might forget all his other Learning, and be wholly Swallowed up in Religion. I would not propose unto you, My Masters, That you should Forget all other Learning. l>y all means furnish the Children with as much Learning as ever you can. But be not so Swallowed up with other Learning, as to Forget Religion, & the Knowledge of the Holy Scriptures. Look upon other things to be (as a Speech in Parliament once elegantly called them,) only the Et Catera's. to Religion. Why should not a School-master be to his Children, A-jSd&aLmaetfe to tiring them ^ata_ChritL? This was the Study of our CHEKVER. The famous Dr. Reynolds, in aTuneral Sermon on an Excellent School-master, in the City of London, has a passage worthy to be written in Letters of Gold. Says he, ' If Grammar- Schools have Holy and ' Learned men set over them, not only the Brains, but the Souls of the Children 4 might be there Enriched, and the Work of Learning and of Conversion too, be 'Betimes wrought in them '.' I shall not presume to Dictate, upon this matter, or to Enquire, Why f'asta- lio J 8 Dialogues, be not Look'd upon as one of the best School Books, for the Latin 28 EZEKIEI, CHEEVEK. Tongue, in all the World? Or, Why for the Greek, there is no more Account made of Posseliua ? Or, indeed why (to express my self in the Terms of a Modern Writer,) 'there should not be North-west Passage found, for the Attain- ' ing of the Latin Tongue ; that instead of a Journey, which may be dispatch'd ' in a few Days, they may not wander like the Children of Israel, Forty Years in 'the Wilderness. And why they should so much converse with the Poets, at 4 that Age, when they read them, with so much Difficulty, and so little Relish.' But I will venture upon it, a neither a Tedious Parenthesis, nor a needless Digression, to single out only Two passages of many this way which in my small Reading I have met withal. The first is this ; I have seen this Experiment among others recorded of one that had a Number of Little Folks under his Charge. ' Moreover, He made it his Custome, that in every Recitation, he would, ' from something or other occurring in it, make an occasion, to let fall some 4 Sentence, which had a Tendency to promote the Fear of God in their Hearts ; ' which thing fometimes did indeed put him to more than a little study ; but the ' Good Effect sufficiently Recompenced it.' Another is this. A late Writer ha's these words ; ' Many Children are ' sooner taught what Jupiter, Mars, & such Pagan Gods were, then what, Father, ' Son, and Spirit is. Augustine of old complain'd of this ; of Learning in the ' Schools, Joves Adulteries ; and for giving an Account of such things, saith he, ' ob hoc bona spei puer appellabar. Luther also complained, That our Schools ' were more Pagan than Christian. I refer the unsatisfied Reader, to Pasors ' Preface to his Lexicon. I knew an aged and famous School-master ; that after ' he had kept School about Fifty years, said, with a very sad countenance, That it ' was a great Trouble to him, that he had spent so much time in Reading Pagan ' Authors to his Scholars, and wish'd it were customary to read such a Book as ' Duports Verses upon Job, rather than Homer, and such Books. I pray God, ' put it in the Hearts of a Wise Parliament, to Purge our Schools; that instead of ' Learning vain Fictions, and Filthy Stories, they may be acquainted with the ' Word of God, and with Books containing Grave Sayings, and things that may ' make them truly Wise and Useful in the World.' Ye have heard, what MY MASTER was, In the School. Sir Walter Rawleign commends it as a piece of wisdom, to use great moderation when we are treating men with Commendation. I will not forget the Rule, in carrying on my Commendation of my Master. But I will say very much in a Little. Out of the School, he was One, Antiqua Fide, priscie moribus; A Christian of the Old Fashion : An OLD NEW-ENGLISH CHRISTIAN ; And I may tell you, That was as Venerable a Sight, as the World, since the Days of Primitive Christianity, has ever look'd upon. He was well Studied in the Body of Divinity; An Able Defender of the Faith and Order of the Gospel ; Notably Conversant and Acquainted with the Scriptural Prophecies ; And, by Consequence, A Sober Chiliast. He Lived as a Master, the Term, which has been for above three thousand years, assign'd for the Life of a Man ; he continued unto the Ninety Fourth year of his Age, an unusual Instance of Liveliness. His Intellectual Force, as litt'e abated as his Natural. He Exemplified the Fulfilment of that word, As thy Days, so shall thy Strength be; in the Gloss which the Jerusalem Tar gum has put upon it; As thou wast in the Dayes of thy Youth, such thou shall be in thy Old Age. The Reward of his Fruitfulness ! For, Fructus Liberat Arborem .' The product of Temperance; Rather than what my Lord Verulam assigns, as a Reason for Vivacious Scholars. DEATH must now do its part. He Dy'd, Longing for Death. Our old SIMEON waited for it, that he might get nearer to the Consolation of Israel. He Dyed Leaning like Old Jacob, upon a Staff; the Sacrifice and the Right eousness of a Glorious CHRIST, he let us know, was the Golden Staff, which he Lean'd upon. He Dyed mourning for the Quick Apostasie, which he saw break- inn in upon us ; very easie about his own Eternal Happiness, but full of Distress for a poor People here under the Displeasure of Heaven, for Former Iniquities, he thought, as well as Later Ones. To say no more: He Dyed, A CANDI- DATE FOIL THE FIRST RESURRECTION. And Verily, our Land is Weakened, when those Fly away, at whose Flight me may cry out, My Father, My Father, the Chariots o/New England, and the Horsemen thereof." EZEKIEL CHEEVER. GRATITUDINIS ERGO. 29 An E S S A Y on the Memory of my Venerable MASTER ; ISjcfetrl He taught us first Good Sense to understand hood know, Be Just now to the Man that made you so. Marfyr'd by Scholars the stabb'd Cassian dies, And falls to cursed Lads a Sacrifice. Not so ray CHEEVER ; Not by Scholars slain, But Prais'd, and Lov'd, and wish'd to Life again. A mighty Tribe of Well-instructed Youth Tell what they owe to him, and Tell with Truth, All the Eight parts of Speech he taught to them They now Employ to Trumpet his Esteem. And put the Golden Keyes into our Han I, We but for him had been for Learning Dumb, And had a sort of Turkish Mutes become. Were Grammar quite Extinct, yet at his Brain The Candle might have well been lit again. HRhet'rick had been stript of all her Pride She from his Wardrobe might have been Sup- ply'd. Do but Name CHEEVER, and the Echo straight Upon that Name. Good Latin, will Repeat. A Christian Terence, Master of the File That arms the Curious to Reform their Style. Now Rome and Athens from their Ashes rise ; They fill Fames Trumpet, and they spread a See their Platonick Year with vast surprise : And in our School a Miracle is wrought ; For the Dead Languages to Life are brought. His Work he Lov'd : Oh ! had we done the same ! Our Play-doyes still to him ungrateful came. And yet so well our Work adjusted Lay, We came to Work, as if we came to Play. Our Lads had been, but for his wondrous Cares, Boyes of my Lady Mores unquiet Pray'rs. Sure were it not for such informing Schools, Our Lat'ran too would soon be fill'd with Otflcs. 'Tis CORLET's pains, & CHEEVER's, we must own, That thou, New England, art not Scythia grown. The Isles of Silly had o're-run this Day The Continent of our America. Grammar he taught, which 'twas his work to do: Hut he would Hagar have her place to know. The Bible is the Sacred Grammar, where The Rules of speaking well, contained are. He taught us Lilly, and he Gospel taught ; And us poor Children to our Saviour brought- Master of Sentences, he gave us more Then we in our Sententiab had before. We Learn't Good Things in Tallies Offices ; But we from him Learn't Better things than these With Cato's he to us the Higher gave Lessons of JESUS, that our Souls do cave. We Constru'd Ovid's Metamorphotis, But on our selves charg'd, not a Change to miss, Young Auttin wept, when he saw Dido dead, Tho' not a Tear for a Lott Soitl he had : Fame To last till the Last Trumpet drown the same. Magister pleas'd them well, because 'twas he ; They saw that Bonus did with it agree. While they said, Amo, they the Hint improve Him for to make the Object of their Love. No Concord so Inviolate they knew As to pay Honours to their Master due. With Interjections they break off at last, But, Ah, is all they use, Wo, and, Alas ! We Learnt Pronodia, but with that Design Our Masters Name should in our Verses shine, Our Weeping Ovid but instructed us To write upon his Death, De Tristibus. Tidly we read, but still with this Intent, That in his praise we might be Eloquent. Our Stately Virgil made us but Contrive As our Jlnchises to keep him Alive. When Phainix to Achilles was assign'd A Master, then we thought not Homer blind : A Phanix, which Oh ! might his Ashes shew ! So rare a Thing we thought our Master too. And if we made a Theme, 'twas with Regret We might not on his Worth>show all our Wit, Go on, ye Grateful Scholars, to proclame To late Prosterity your Masters Name. Let it as many Languages declare As on I/>reo-Table do appear. To much to be by any one exprest : I'll tell my share, and you shall tell the rest. Ink is too vile a Liquor ; Liquid Gold Should fill the Pen, by which such things are told. The Book should Amyanthus-Paper be All writ with Gold, from all corruption free. A Learned Master of the Languages Which to Rich Stores of Learning are the Ket/es ; EZEKIEL CHI.I:\ r.i; Our Master would not let us be so vain, But us from Virgil did to David train. Textors Epistles would not Cloathe our Souls; rn a l too we heard; we went to School at Pauls. Syrs, Do you not Remember well the Times When us he warn'd against our Youthful Crimes : What Honey dropt from our old Nestort mouth When with his Counsels he Reform'd our Youth : How much he did to make us Wise and Good; And with what Prayers, his work he did con- clude. Concern'd, that when from him we Learning had, It might not Armed Wickedness be made ! The Sun shall first the Zodiac forsake. And Stones unto the Stars their Flight shall make: First shall the Summer bring large drifts of Snow, And beauteous Cherries in December grow ; E're of those Charges we Forgetful are Which we, O man of God, from thee did hear. Such Tutors to the Little Ones would be Such that in Flesh we should their Angela see ; Ezekiel should not be the Name of such ; We'd Agathangelus not think too much, Who Serv'd the School, the Church did not forget ; But Thought, and Pray'd, and often wept for it. Mighty in Prayer : How did he wield thee, Pray'r ! Thou Reverst Thunder : CHRIST's-Sides- piercing Spear? Soaring we saw the Bird of Paradise; So Wing'd by Thee, for Flights beyond the Skies. How oft we saw him tread the Milky Way, Which to the Glorious Throne of Mercy lay ! Come from the Mount, he shone with an- cient Grace, Awful the Splendor of his Aged Face. Cloath'd in the Good Old Way, his Garb did wage A War with the Vain Fashions of the Age. fearful of nothing more than hateful Sin; 'Twas that from which he laboured all to win, Zealous; And in Truths Cause ne'r known to trim ; No Neuter Gender there allow'd by him. Star* but a Thousand did the Ancients know- On later Globes they Nineteen hundred grow : Now such a CHEEVER added to the Sphere; Makes an Addition to the Lustre there. Mean time America a Wonder saw ; A Youth in Age, forbid by Natures Law. Ynu that in t'other Hemisphere do dwell, Do of Old Age your dismal Stories tell. You tell of Snowy Heads and Rheumy Eyes ! And things that make a man himself despise. You say, a. frozen Liquor chills the Veins, And scarce the Shadow of a Man remains Winter of Life, that Sapless Age you call. And of all Maladies the Hospital: The Second Nonage of the Soul ; the Brain Cover'd with Cloud ; the Body all in pain. To weak Old Age, you say, there must belong A Trembling Palsey both of Limb and Tongue, Dayes all Decrepit ; and a Bending Back, Propt by a Staff, in Hands that ever shake. Nay, Syrs, our CHEEVER shall confute you all, On whom there did none of these Mischefs fall. He Liv'd, and to vast Age no Illness knew ; Till Times Scythe waiting for him Rusty grew. He Liv'd and Wrought ; His Labours were Immense ; But ne'r Declin'd to Prater-perfect Tense. A Blooming Youth in him at Ninety Four We saw ; But, Oh ! when such a sight before At Wondrous Age he did his Youth resume. As when the Eagle mew's his Aged plume. With Faculties of Reason still so bright, And at Good Services so Exquisite ; Sure our sound Chiliast, we wondring thought, To the First Resurrection is not brought ! No, He for that was waiting at the Gate In the Pure Things that fit a Candidate. He in Good Actions did his Life Employ, And to make others Good, he made his Joy. Thus well-appris'd now of the Life to Come, To Live here was to him a Martyrdom. Our brave Macrobius Long'd to see the Day Which others dread, of being Call'd away. So, Ripe with Age, he does invite the Hook, Which watchful does for its large Harvest look: Death gently cut the Stalk, and kindly laid Him, where our God His Granary has made, Who at New-Haven first began to Teach, Dying Unshipwreck'd, does White-Haven reach. At that Fair Haven they all Storms forget ; He there his DAVENPORT with Love does meet. The Luminous Robe, the Loss whereof with Shame Our Parents wept, when Naked they became; Those Lovely Spirits wear it, and therein Serve God with Priestly Glory, free from Sin. But in his Paradisian Rest above, To Us does the Blest Shade retain his Love. With Rip'ned Thoughts Above concern'd for We can't but hear him dart his Wishes, thus. 1 TUTORS, Be Strict ; But yet be Gentle too : ' Don't by fierce Cruelties fair Hopes undoe. EZEKIEL CHEEVER. 31 1 Dream not, that they who are to Learning ' ' But, Oh ! First Teach them their Great slow, God to fear ; ' Will mend by Arguments in Ferio. ' Who keeps the Golden Fleece, Oh, let him not A Dragon be, tho' he Three Tongues have got. 'Why can you not to Learning find the way, 1 But thro' the Province of Severia 1 'Twas Moderates, who taught Origen ; 1 A Youth which prov'd one of the best of men. ' The Lads with Honour first, and Reason Rule; 'That you like me, with Joy may meet them here.' H' has said ! Adieu, a little while, Dear Saint, Adieu ; Your Scholar won't be Long, Sir, after you. In the mean time, with Gratitude I must Engrave an EPITAPH upon your Dust. 'Tis true, Excessive Meritt rarely safe : Such an Excess forfeits an Epitaph. lint if Base men the Rules of Justice break The Stones (at least upon the Tombs) will speak. ' Blotees are but for the Refractory Fool. Et Tumulum facile, el Tumttlo superaddite carmen. [Virg. in Dephn.] EP1TAPH1UM. BZEKIEL CHEEVKRUS 1 Ludimagister ; Primo Neo-portensis ; Deinde, Ipsuicensis; Postea, Carolotenensis Postremo, Bostonensis : cujus Doctrinam ac Virtutem Nostri, si Sis Nov-Anglus, Colis, si lion Barbarus ; GRAMMATICUS, a Quo, non pure tantum, sed et pie, Loqui ; RHETORICU8, a Quo non tantum Ornate dicere coram Hominibus, Sed et Orationes coram Deo fundere Efficacissimas ; POETA, a Quo non tantum Carmina pangere, Sed et Cseleetes Hymnos, Odasq ; Angelicas. canere, Didicerunt, Qui discere voluerunt ; LUCERNA, ad Quam accensa sunt, Quis queat numerare. Quot Ecclesiarum Lumina 1 ET Qui secum Corpus Theologise abstulit, Peritissimus THEOLOGUS, Corpus hie suum sibi minus Charum, deposuit. Vixit Annos, XCIV. Docuit, Annos, LXX. Obiit, A.D. M. DCC. VIII. Et quod Mori potuit, HE1C Expectat Exoptatq : Primam Sanctorum Resurrect ionem ad Immortalitatem. 32 EZEK1EI, CHEEVER. Mr. Cheever married his first wife in New Haven, (according to the Diary of Judge Sewall), in the autumn of 1638. In the baptismal record of the first church, the second baptism is that of "Samuel Cheevers, the son of Ezekiel Cheevers," "the 17th of the !)th month (November), 1639, who died at Marblehead in 1724. Mary, his daughter, was baptized 29th of November, 1640; his son, Ezekiel, was baptized 12th of June, 1642, and died 1643; another daughter, Elizabeth, was baptized the (5th of April, 1645. According to the same baptismal record, " Sarah Cheever," probably another daughter of his, was baptized 21st, September, 1646; and, "Hannah Cheever" on the 25th of June, 1648. His first wife died at New Haven, in 1649, and her death may have been one of the causes of his removal to another field of labor. He married,f for his second wife, on 18 Nov., 1652, Miss Ellen Lo- throp, of Salem, a sister of Captain Thomas Lothrop, who was massa- cred at Bloody Brook, at the head of the "flower of Essex." Of this marriage were born Abigail, ,on the 20th of October, 1653 ; Ezekiel, on the 1st of July, 1655 ; Nathaniel, on the 23d of June, 1657, (died in July following) ; Thomas, on the 23d of August, 1658; and, Susanna, whose baptism is recorded in 1G65. Of the children above-named, Thomas, Samuel, Mary, Elizabeth, Ezekiel, and Susanna are named in his last will,* and were living in February, 1705-6. His second wife died on the 10th of Sept., 1706. * We are indebted for a copy of Ezekiel Cheever's Will to Mr. S. Bradford Morse, Jr., of East Boston, who is married to a descendant of the venerable school-master. THE LAST WILL AND TESTAMENT OF EZEKIEL CHEEVER. ^M iVTnmtttP Dcmiim 'Tlmtn I Ezekiel Cheever of the town of Bos- JU 1\ Online JJOimni ^mm, ton inye County of Suffolk in New Ens- land, Schoolmaster, being through great mercy in good health and understanding wonderfull in my age, Do make and ordain this my Last will and Testamt : as followeth. First I give up my Soul to God my fa'ther in Jesus Christ, my Body to the Earth to be De- cently buried in a Decent manner according to my Desire in hope of a Blessed part in ye first Resurrection & Glorious Kingdom of Christ on Earth a thousand years. As for my outward Estate I thus Dispose of it. First I Give to my Dear wife all my house- hold Goods and of my plate ye two Ear'd Cupp, my Leat Tankard, a porringer, a Spoon. //: I give my Son Thomas all my Books Saving what Ezekiel may need v the undersigned in May, 1855, and united, after much of the copy of Nun ;< in type, with the Oottegt Reritw and Educational Journal, projected by the Rev. Absalom Peters, D. D. will hereafter be published by the undersigned on his original plan: the agreement for the joint editorship and proprietorship of tlie Jvunwl awl ]!f March, May July, September, and November of 1856. The five numhiTs to In- issued in 1WO will contain, on an :i ii 160 pages and the whole will constitute a volume of at least 1,000 page- .'nines, each, of at ; Each number will be embellished with an en-:! t of an eminent teacher or benefactor of education, or with one or more wood-cuts of buildings, ftppar. other preparations for educational pnrp*. The subscription price is Three Dollan for the current year, (1866), commencing with Number >ne, and payable in adv:i: It is the intention of the editor to labor faithfully to make the .1 rnal of Education the repository of the past history and present condition of (<] terns, institution-, and \. civilized country, and the medium of the current intelligence and discussion on tl; improvement in every part of our country, whether interested directly in public or privat. in the higher or elementary branches of know! All communications relating to the Amtrifiui Journal f l-'ilit-ntiim may be addre- HENRY BARNARD, February ->7//i, I V>6. Hartford, Conn. CONTENTS. NO. 1. PAGE. Editorial Introduction 1 THK AMERICAN ASSOCIATION FOR THE ADVANCKMKNT OF EnucATiON. Journal el of Fourth Annual Mw-tiii);. ln-lil iu Wnwliinst'ni. on the 27th, ]!y It. I.. 9 I. p,in. I' 17 32 II. Tut: V '"K>'T IN TH> My .li.lm S. Hart, 1,1, KOI, .litry, lr. I'; '! H.miill, 60 III. CLASSICAL KHUCATION. 67 DM liy A. (invnii-.i; . 83 IIIM. By John S. Hart, LL. D. 96 IMC liy I'rof. Harhc. Dr. I 1 : . . 100 \i ''> /- -hington VII K: MI-.NT. Hy l:. IX. 1'I.AN OK THK Al'V\N By Ifc'iiry BarimrU, Hartford. .134 N< Portrait ... 141 TV IMPROVEV V POP CLARK; '"' of Toron;. VI. I: VIT VBHOTT I. ^** VIII 'THK. I, : -.'Hoot, wit" ;i " lllu -' JX AMr 225 ,rDT, with llluiitn.- \L iNTKLLHJi.N BARNARD'S American Journal of <6&n cation. ient ent im]ll , ! furniture of bui :iti'ui;il pui'iio.-,-.. TI-:I: CONTENTS. NO. 3, FOR MAKC1I- ^ Portrait Mito. Danv-r I. El'i J.EBT DUE FROM I'll! DRE GENERATIONS } fflUStrH iWlt Of tllO PlMllO.U lUSt: '~' 5 ' n ElP . ris K]>li!ill, Ph. ]> III. PROGRESS OF i " KL-BOPK. By Hnry P. Tappim/D. P v 1,1, '" 1V IMIMION B X *' A - !' Barnard, Mi. ., Prof iii the University of Mississippi v _ MKTHOI. ., ORF.EIV. By Tayler I*wi, LL. D., Prof, of C in Uni 2S ] \ I. KM CVTIONU, Itioi.iHAfiiv VII. ]?[0(illAI>HV OF E/EK1EL CuEEVt! -vll of Xc\V Knglai!'' with \otos (in tli. "-ks of XIMV Kuitkiinl vin. it ion to America . liy Hinu'l C. Oilman, A. M IX _ i M. I'.. Prof. THEIR I 1 XII. SYSTEM or I' I'ublic High Miool XIII. LKTTKIIS TO on \I \ U'HY AND Til X\ i riiaiucnt for I. 7. Inncii.