The Making Of Round Hill School
By BRUCE L. BENNETT
The Round Hill School was founded
by George Bancroft and Joseph Green
Cogswell at Northampton, Massachusetts in 1823. It continued for eleven
years until it was closed in 1834. The
school has been completely ignored by
the historians of American educationEllwood Cubberley, Harry Good, Edgar
Knight, Adolphe Meyer, and Paul Monroe. However, a very recent writer of
educational history mentioned the
school as a "model of a gymnasium of
the more liberal type" (6:266). Another current author referred to Round
Hill as "notable for its advanced methods, which drew not only on the Gymnasium but also on liberal pedagogical
theories then current on the Continent"
(23 :9011
Historians of physical education have
recognized the school because one of the
instructors was Charles Beck who came
from Germany and taught gymnastics.
Round Hill thus became notable for
these three firsts in the history of physical education in the United States:
1. First school- to have a teacher of
physical education.
2. First school to have -physical education as part of the curriculum.
3. First introduction of German
gymnastics.
-
1This author made two erroneous statements -that the school started in 1822 and
that it lasted only seven years. He also made
no reference to Cogswell as a founder.
However, if the historians of education have been guilty of neglect, the historians of physical education have been
guilty of some inaccuracies. One reference stated that the Round Hill School
was founded to "simulate the education
of ancient Greece" (22 :3 69 ) . Another
work declared that Beck was procured
to teach "gymnastics, baseball, hockey,
football, and Latin" ( 17:209). He certainly knew gymnastics and Latin, but
it is not likely that he knew the three
sports. The best and most complete account of Round Hill was written by the
first historian of physical education,
Fred E. Leonard (10:237-9, 246).
It is somewhat ironic, then, to find
that the Round Hill School has received
its highest praise from people outside
the field of education. The historian,
John Spencer Bassett, called it "an early
experiment in education that deserved
a better fate than it found in a new
country, whose intellectual l i e was
really undeveloped" (2 :18). Russel
About the Author
Bruce L. Bennett, Professor of Physical
Education at the Ohio State University, Columbus, has made significant contributions t o
historical literature. He is one of the authors
of the book A World History of Physical
Education which is a most comprehensive
and original treatment. In this article he brings
to light valuable historical records which correct some misinformation existing in our history of physical education textbooks, and
presents some heretofore unpublished facts
about Round Hill School and the influences
which typified the culture of the day.
Nye declared, "Probably no group of
boys in America had such broad and
intensive training as did the students at
Round Hill from 1823 to 1831"
(16:73). Nye further stated: "It was
the most striking experiment of the decade, a pioneer attempt to combine the
systems of Fellenberg, Pestalozzi, and
the Prussian gymnasia into an institution suited to the intellectual life of
America" ( 16:83). George C. Shattuck
felt that the founders planned a "highgrade school for boys, aiming to combine better intellectual training than
was given in the then schools, with stress
on physical training, which was not
given at all" (20:206). M. A. DeWolfe
Howe evaluated Round Hill in this way:
Yet it was an experiment which reflected nothing but credit upon its makers. Regarded either as a foreshadowing
of what a more highly developed Transcendentalism might p r o d u c e i n N e w
England, or as a premature attempt to
give the chosen youth of America an
anointment with the oil of education a
little above their fellows, it stands forth
as a piece of embodied idealism which
the student of our i n t e l l e c t u a l phenomena cannot afford t o o v e r l o o k
(8:180).
Finally, Cogswell expressed his own
deep feelings as he saw the end of the
school draw near. In November, 1833
he wrote :
And yet I do most bitterly lament,
when I call t o mind how many and how
great advantages for a school of a delightful kind are collected on Round
Hill, which will probably all be lost. I
do not repine at ten years of lost labor,
nor at so much wasted money, but I am
sure no attempt to provide such a place
of early education as Round Hill was,
will soon again be made, and I grieve to
think of its entire annihilation (21 :183).
If the reader is not yet convinced of
the Round Hill School's unusual significance, then perhaps some knowledge of
the ability and reputation of the founders will be conclusive. George Bancroft
achieved later distinction as a historian
and diplomat. He wrote a comprehensive, ten-volume history of the United
States and is often regarded as the
"father of American history." He served
his country faithfully as secretary of
the Navy and founded the Naval Academy. He was minister to Great Britain
from 1846 to 1849 and later was minister to Germany for seven years. Joseph
Cogswell achieved high distinction as a
teacher, editor, and librarian. One Long
appraised his varied contributions as
follows :
While the years at the Round Hill
School were unquestionably the most influential of his life, his later work, as the
founder and o r g a n i z e r of t h e Astor
Library, constitutes his greatest service
to American scholarship. . . . He was one
of the most cultured and public-spirited
men of his time, and deserves full recognition, along with Ticknor, Everett, and
others, as an important mediator between Europe and America and as a distinguished figure in the i n t e l l e c t u a l
progress of our country (12: 107).
The making of Round Hill School
began in Germany where Bancroft and
Cogswell became good friends although
the latter had tutored Bancroft earlier
at Harvard. They both were Harvard
graduates, but Cogswell was fourteen
years older than Bancroft. These two,
along with Edward Everett and George
The Making o f Round Hill School
Ticknor, were the first four American
scholars to go to Europe for advanced
study. President John Kirkland of Harvard was the prime instigator of this
idea, and he arranged for much of their
financial support. They studied at the
University of Gottingen which was a
place "where a new world of scholarship opened up before the delighted
gaze of these four young men. The German universities were in the first bloom
of their renaissance, leading the western
world in almost every branch of learning" ( 14:226). This was the beginning
of a revolution which swept through
American higher education during the
nineteenth century and produced as an
off-shoot the Round Hill School.
Neither Bancroft nor Cogswell went
to Germany with the purpose of founding a private school. It is pertinent
therefore to single out the specific experiences which influenced their thinking and produced the ideas that were
later incorporated into the operation of
the Round Hill School.
Cogswell apparently had no fixed objective when he went abroad. He worked
hard learning German but also studied
history, the arts, mineralogy, library science, and education. I n 1 8 18 h e
travelled through Switzerland and twice
visited the famous schools of Fellenberg
at Hofwyl and Pestalozzi at Yverdun.
Cogswell was very critical of Pestalozzi
but expressed fervent admiration for
Fellenberg's school. After one visit to
Hofwyl he made the following diary
entry :
. . . and more heartfelt joy I never
witnessed in my life. . .because they
55
had the happiness to be placed for their
education in a school, the head of which
was rather a father than a master to
them. . . . There was the greatest equality
and at the same time the greatest respect, a respect of the heart I mean, not
of fear; instructors and pupils walked
arm in arm together, played together, ate
at the same table, and all without any
danger to their reciprocal rights; how
delightful it must be to govern, where
love is the principle of obedience (21 :8788).
He was also impressed with the absence
of rewards and punishments.
Most of his trip through Switzerland
was on foot, and Cogswell estimated
that he walked 1700 miles in less than
three months. He valued walking highly
as an activity and on an earlier occasion
said "I believe I derive more health
from the exercise than I should from the
use of all the medicinal plants in the
world" (2 1 :33 ) . Cogswell also spent
about six months in England and Scotland, but there is no reference to their
schools in his writings.
Bancroft's original intention was to
s t u d y theology, but he gradually
changed to the classics and history.
When President Kirkland suggested the
idea of establishing a high school, Bancroft was responsive and wrote to him
on July 6, 18 19 : "The idea, which you
suggest, of establishing a high school,
appears to open a fine field for being
useful. I would gladly be instrumental
in the good cause of improving our institutions of education and it is our schools,
which cry out most loudly for reformation" (8: 63). Bancroft made it clear,
however, that he did not want to devote
more than five years to such an occupa-
56
QUEST
tion. Since Kirkland had financed his
study abroad, Bancroft no doubt felt
some obligation to agree to this suggestion. After graduation from Gottingen,
he went to the University of Berlin and
studied education under Professor
Schleiermacher, a man he came to admire greatly. Bancroft visited some of
the German schools, especially one in
Prussia called the Schulpforte. Here
master and pupils lived together in an
old monastery. Subjects taught were
Latin, Greek, Hebrew, German, French,
Italian, mathematics, history, geography, music, dancing, religion, and
morals. Three of the masters had
studied with Pestalozzi (2:28). In a
letter to President Kirkland Bancroft
wrote: "I find it quite instructive to observe their institution from time to time;
they know how to unite gymnastic exercises, music, and the sciences; and this
is the mode of educating, which Plato
has extolled as the perfection of art"
(8 :92). Bancroft's thinking on education was further revealed in an article
in his diary made at Milan on October
27, 1821. Three principles were put into
effect at Round Hill:
1. Emulation and prizes should be
generally avoided. No one should be
rewarded at the expense of another.
2. Corporal punishment must be
abolished "as degrading the individual,
who receives them, and as encouraging
the base passions of fear and deception."
3. Classes must be formed "according
to the characters and capacities of each
individual boy" ( 8 : 129) .
The experience of walking through
the Alps in the summer of 1821 made a
strong impression on the young student.
In a letter from Geneva, Bancroft wrote
with poetic rapture:
-
But I have reposed on the bosom of
nature, and have there grown young
again: from her breasts gush the streams
of life, and they who drink of them, regain cheerfulness and vigour. . . . I could
sit undisturbed amid the beauties of nature, and give way to the delightful flow
feelings and reflections, which came
hurrying on me, as I sat on the Alpine
rocks and gazed on the Alpine solitudes.
Never till now did I know how beautiful
and how kind a mother Earth is.. . .
(8: 124-125).
It is apparent that Cogswell and Bancroft developed some similar ideas
about education from their European
study and travels even though they were
seldom together. One wonders whether
they ever called on the renowned Johann
GutsMuths at SchnepfenthalInstitute in
Gotha which was only about seventyfive miles from Gottingen. Cogswell in
one letter told of being in Gotha but
made no reference to the school (21:
107).
After returning to the United States
the two men joined forces at Harvard.
Cogswell was appointed librarian and
Professor of Mineralogy and Geology
in 1821, and Bancroft became a Greek
tutor a year later. But neither one found
Harvard to be a happy environment.
Brimming over with new ideas and eager
to reform Harvard overnight in the German image, they became impatient with
President Kirkland and the faculty. The
Harvard of the static eighteenth century
could not suddenly become the Harvard
of the dynamic nineteenth century.
The Making of Round Hill School
George Ticknor, Professor of French
and Spanish Language and Literature,
was just as anxious to improve Harvard,
but he realized that it would take time.
Ticknor made the following observation in October, 1822 :
Cogswell, however, is in a state of
mortal discontent. He is weary of the
imperfect system of education at College,
and bitterly vexed with the want of liberal views in the Corporation, as to the
principles on which the Library shall be
managed and increased. If he would but
wait a while, I think all things would
turn out right; but perhaps, he lacks
patience and constancy f o r this
(21:134).
Bancroft succintly expressed his sensentiments: "For myself, I have found
College a sickening and wearisome
place" (8 :163).
Their mutually unsatisfying tenures
at Harvard thus prompted them to consider establishing a secondary school in
the late fall of 1822. Bancroft described
the idea with unbounded enthusiasm in
a letter to Eliot dated December 3,
1822 :
.
Shall I tell you a plan of mine?. .
Now I am going to turn school-master.
. . . Mr. Cogswell has seen so much of
the world, that he knows it and its folly:
he will join me in my scheme: we will
together establish a school, the end of
which is to be the moral and intellectual
maturity of the mind of each boy we take
charge of; and the means are to be first
and foremost instruction in the classics.
We intend going into the country, and
we shall choose a pleasant site, where
nature in her loveliness may breathe
calmness and inspire purity. . . . We will
delight ourselves with letters, and instead
of warring against the corporation and
contending with scandalous reports, we
57
will train up a few minds to virtue and
honour,. . . (8:161-162).
Eliot responded vigorously and negatively to this idea. He asked Bancroft,
"What is this wild scheme of yours and
Cogswell's of going into the woods to
give instruction in the classics? The
place for you to give instruction in the
classics is Harvard College, Cambridge,
Massachusetts, . . ." (12: 144) .
Undaunted, Cogswell and Bancroft
went ahead with their plans and were
assisted financially by a loan of $8,000
from the Harvard Corporation (16: 72).
This act reflects most favorably on the
stature of President Kikland who harbored no resentment toward them for
their dissatisfaction with Harvard.
In the spring of 1823 the two men
found the site they wanted for their
school. Cogswell pictured the location
for his sister in these words:
About half a mile from the village of
Northampton, on the brow of a beautiful hill, overlooking the Connecticut, and
the rich plain through which it flows,
and the fine picturesque hills which form
its banks, we found two houses to be let
for a very small rent, and, as all the circumstances connected with the situation
were exactly to our minds, we concluded, at once to begin our experiment
there .... (21:136).
Bancroft exhibited his enthusiasm
when he wrote: "Were I always to have
a meadow like this of Northampton before me, and such peaceful mountains,
I should forget that Aetna has its volcanoes and Syria its sands" (8: 170).
Thus Joseph Cogswell and George
Bancroft found on a round hill in
Northampton, Massachusetts some of
58
QUEST
the scenic beauty of Nature which they
had loved so much in Europe.
As the opening date for the school
drew near, Ticknor summed up a happy
situation as follows :
The people in that portion of the country are delighted with them; their local
situation is uncommonly beautiful and
favorable - their library will consist of
about four thousand volumes -they
will have Hentz with them as a French
teacher, who is the best we have ever
had, and beside this, is well skilled in
Natural History - and finally, they will
have their full number of scholars to begin with, picked from a much larger
number, so as to suit themselves as to
age and other qualities, and taken from
the best families of the country to give
them a reputation, . . . (21 :137).
So it was that Round Hill School
opened in October of 1823 with twentyfive boys between the ages of nine to
twelve, fifteen of whom were full-time
students. Bancroft lived in one house
and Cogswell lived in another along
with Hentz, Bancroft's sister, sixteen
boys, and four servants (21 :145). The
school enrollment grew rapidly to a
peak of about 135 boys and ten faculty
in 1827 and then declined. In the
eleven-year history of the school over
three hundred students attended from at
least eighteen states, including a large
number from the South where good
schools were non-existent.
It is now appropriate to examine the
place and nature of physical education
at Round Hill. The sources used for
this examination are contemporary documents and the letters and recollections of five students -Thomas Gold
Appleton, George E. Ellis, John Mur-
ray Forbes, George C. Shattuck, and
Samuel Ward.
In a school prospectus prepared in
June of 1823, the authors described the
curriculum and then added, "We would
also encourage activity of body, as the
means of promoting firmness of constitution and vigour of mind, and shall appropriate regularly a portion of each
day to healthful sports and gymnastic
exercises" (3 :17). They also proposed
short journeys "to quicken their powers
or observation and by refreshing and
strengtheningtheir bodies, prepare their
minds for more profitable application"
( 3 :8-9 ) . Cogswell outlined the school's
daily schedule in a letter of October 12,
1823. Three periods for play were provided after each of the three meals ranging from half an hour to over an hour
(21:141).
For the first year there was probably
no gymnastics taught because none of
the three teachers were qualified. But
the boys did participate in many activities and games as will be shown shortly.
Cogswell wrote in November, 1823 that
"we take a great deal of exercise,
running, jumping, leaping, climbing,
etc." (21 :145). Forbes wrote to his
mother at the same time "I find that
none of the boys are very good climbers,
so that I gained the prize for climbing
which was a fine crossbow" (9:47).
One surmises that Cogswell and Bancroft provided some leadership during
the play periods and arranged for occasional competition as described by
Forbes.
Perhaps realizing their inability to
teach gymnastics, the proprietors em-
The Making of Round Hill School
ployed Charles Beck with the title of
Instructor in Latin and Gymnastics. He
came to Northampton in January of
1825, scarcely a month after his arrival
from Germany (18:437) and thereby
became the first instructor of gymnastics
in this country. Beck was born in Germany in 1798 and had the best of German education. He was ordained as a
Lutheran minister and received the
Doctor of Philosophy degree. He was
active in the German Turner movement
under "Father" Jahn and eventually had
to leave Germany as a political refugee.
After a sojourn in Switzerland, he came
to this country with Charles Follen, another distinguished German ( 15:6-9 ).
Beck lost no time in establishing a
gymnasium and in giving instruction in
gymnastics. Appleton recalled that "the
regular exercise of gymnastics was upon
a plateau just below the hill, where gymnastic appliances, then freshly introduced from Germany, were in abundance. We believe the thorough practice
of a gymnasium, as is usual in Germany,
under a most distinguished gymnast,
was with us first introduced at Round
Hill" ( 1 :22). A news item in July, 1826
stated that five to seven in the afternoon
was the time "classes in Gymnastics
have their instruction, when the weather
permits" ( 18:439). Shattuck recalled
that each class had gymnastics one hour
a day, three times a week (7:22). In
March, 1826 Cogswell and Bancroft
published another pamphlet on the
school which contained the folIowing
statement concerning sports and gymnastics :
Games and healthful sports, promot-
59
ing hilarity and securing a just degree of
exercise, are to be encouraged. . . . We
are deeply impressed with the necessity
of uniting physical with moral education;
and are particularly favoured in exercising our plans of connecting them by the
assistance of a pupil and friend of Jahn,
the greatest modern advocate of gymnastics ( 1 1 :462).
The evidence clearly shows that
Round Hill School had an outdoor German gymnasium or Turnplatz and that
gymnastics were taught by Dr. Carl
Beck from 1825 to 1830 when he left
to start his own school. It is important
to realize that these were the informal
gymnastics of Jahn and not the formal
gymnastics later arranged by Adolph
Spiess and introduced to the public
schools in the 1880's. Further proof of
this is found in Beck's translation of
Jahn's Deutsche Turnkunst in 1828 for
the use of other schools that had inquired about the gymnastics at Round
Hi11 (10:239).
In reviewing the available sources for
the program at Round Hill, the present
writer has the distinct feeling that gymnastics were quite subordinate to games
and sports as far as the boys were concerned. For example, Ellis sixty years
later made no reference to gymnastic
classes. He recalled Beck as a Latin
teacher and as "a splendidly formed and
muscular man" who taught them swimming and took them ice skating (5 :339).
Forbes (9:43-52) and Ward (4: 1429) said nothing about Beck or gymnastics but described various other
physical activities. Two reasons for this
situation could be that Beck only taught
for half the duration of the school and
60
QUEST
also there were no indoor facilities for
gymnastics through the long winter
months.
The boys participated in a surprising
variety of sports. Swimming in the summer and ice skating and sledding in the
winter were especially popular. The
whole school took part in a daily run
around the woods which was exactly
half a mile. Forbes told his mother that
he had run the distance in three and a
half minutes (9 :47). Cogswell wrote
Mrs. Ticknor that he had run twice
around in six and a half minutes (21 :
144). Both Forbes and Ward described
wrestling which was usually done at
arm's length. As might be expected,
boxing was engaged in by the boys.
Forbes said that "fighting was discountenanced without being too rigidly
punished, . . ." (9 :45). In one fight
Forbes closed his opponent's eyes and
was declared winner even though he
had dislocated both his thumbs in the
process. On another occasion he
stopped an attack by a school bully with
a bat. This weapon suggested that baseball was also played, and it as well as
football is mentioned by Forbes and
Shattuck. Hockey was played according
to Shattuck (7 :22). Archery, marbles,
horseback riding, and "pitching the bar"
were also common activities. Appleton
described the latter as sending an iron
bar through the air, apparently for
height and distance ( 1 :22).
Dancing instruction was also in the
curriculum at one time, taught by an
Englishman, Mr. Cantwell (5 :338).
Ward wrote to his father about a schoolsponsored Twelfth Night ball with ladies
invited from the village. At another ball
the boys were to do a ballet dance plus
a pas quatre, a gavot, and Allemand
(4:21-24).
One significant aspect of life at Round
Hill has received little recognition. This
was outdoor education, hiking, and
camping. Cogswell said they walked 12
to 16 miles every Saturday afternoon.
On another trip he took six boys to
Hartford and back, a distance of a hundred miles (2 1 :146). Ward wrote to his
father in the summer of 1827 about a
trip the whole school took to a strawberry patch eight miles from Northampton. Half of the 135 boys rode in wagons and half went on foot and then
changed off. On the way back they
stopped at a tavern where Cogswell had
arranged long tables with large bowls
of milk, bread, butter, cheese, ham,
sugar, etc. (4:55). A fine example of
outdoor education was revealed in this
quotation from Forbes' recollections:
He (Cogswell) and some of the boys
carried hammers, and he would give us
a geological lecture when we sat down
to rest. Under the excellent rules I am
sure no schoolboys ever did less mischief to the farmers' orchards and fences;
indeed, we were warmly w e l c o m e d
everywhere, and the only uncomfortable
reminiscence which remains is that of
some blistered feet and sunburned faces
from those long summer walks (9:44).
All the boys went on annual trips by
horse and wagon to see places and
people of interest. Ward recalled talking
to John Adams, the second president,
and calling at the home of the historian,
William H. Prescott (4 :16). Appleton
remembered a trip to the ocean and
The Making of R'oundHill School
going out in a fishing smack. He wrote
that at last "we would find ourselves
encamped. . . while enjoying the comfortable meal which the neighboring village had furnished. . . ."(I :35-36).
Another adventure in outdoor education was started by the boys themselves
and called Crony Village. On the side
of the hill by the school they constructed
huts of brick, wood, and dirt. According
to Forbes the huts had chimneys and
were high enough to stand erect. Each
had its own lock and key (9 :44). Here
the boys spent many wonderful hours
trapping rabbits and shooting game with
bow and arrow. Bows were usually
made of ash and the arrows hickory
with heads tipped with steel points or
cones of tin. Over fires in the evening
the game would be cooked and eaten
along with roasted corn or potatoes
baked in the ashes. Appleton thought
that it was a French boy who suggested
eating frog legs which were found to
be delicious ( 1:42). Forbes told about
one boy who rushed to his trap in the
woods and was met by the "pungent
salute of the black and white American
sable" (9 :45 ) . Crony Village had an
untimely demise because one of the
boys was caught flirting with a girl from
a neighboring farmhouse where they
got pies and doughnuts. Cogswell
ordered the village destroyed : "Delenda
est Carthago!"
These facts make it imperative to correct the record and give the Round Hill
School full credit for pioneering in
school camping and outdoor education.
This occurred thirty-five years before
Frederick Gunn took the boys of his
61
school in Connecticut for a two-week
hike to Long Island (22 :407).
It is a sad duty to record the end
of Round Hill School. Bancroft severed
his association with the school in 1830
and moved on to fame in other fields.
Cogswell, beset with financial problems
and a lack of endowment, struggled on
for a few more years before giving up
in April, 1834. He made a last effort to
get the poet Henry Wadsworth Longfellow to take it over, but this failed.
The success of Round Hill contributed to its failure. A boy entering
Round Hill at nine years of age was
ready for college work at the age of
thirteen or fourteen but was too young
to go as a rule. If he stayed on at
Round Hill for another year or two,
then he was prepared to enter college
as a sophomore or junior. However, as
Bassett pointed out, Yale and Harvard
in those days charged tuition for the
full four years even if the student attended only two or three years (2:58).
The tuition charge at Round Hill was
$300 a year which was considerably
more than the cost at Harvard. Thus,
Round Hill, modelled on the German
gymnasium, did the work of a preparatory school and of a college. This European transplant simply could not survive on the soil of the American educational system.
From the standpoint of the physical
educator, the philosophy and practice
of Cogswell and Bancroft in the Round
Hill School showed a harmonious union
of mind and body in education. There
was no intellectual snobbery which
downgraded physical activity. Play and
QUEST
sports were recognized as a basic need
to provide balance in the every day
lives of the boys and as a potent force
in their moral development. Perhaps the
heavy intellectual demands placed upon
the pupils were made possible because
of the adequate provision for sports and
gymnastics. Round Hill convincingly
demonstrated that a high-quality education was not incompatible with extensive sports participation. Conceivably,
the excellent health of the boys, which
was noted by several observers, was due
in large part to the balanced daily living
and outdoor education.
Round Hill was a failure only in a
crass, material sense. The success of
Round Hill was measured in the courage
of Joseph Cogswell and George Bancroft to rebel against the times and create a new institution; in George Shattuck who wanted to give his sons the
same education he had at Round Hill
and so donated his country place to
start St. Paul's school at Concord, New
Hampshire in 1856 (20:208-209) ; in
the testimonial dinner given for Cogswell by the Round Hill boys in 1864;
and in the inscription on the monument
placed over his grave by his former
pupils : "In affectionate remembrance."
All in the teaching profession today
can cherish the professional kinship
held with Joseph Green Cogswell and
George Bancroft. All are the better because of their lives. Would that every
teacher today could make the same
statement with the same honest simplicity as Joseph Cogswell when he
looked back over his life and wrote:
I should almost feel that I had lived in
vain, but for the sixteen years I devoted
t o instruction, and if I had any reliance
upon good works as a ground for reward
hereafter, I should rest my whole plea
upon what I did in that period. I can
truly say I cannot call up a single instance of willfully neglected duty to any
pupil placed under my charge. Wherein
I erred it was always ignorantly, not
wittingly (21 :206).
REFERENCES
1. Appleton, Thomas Gold. A Sheaf o f
Papers. Boston: Roberts Brothers, 1875.
2. Bassett. John Svencer. "The Round Hill
school? ~ r n e r f c a nAntiquarian Society,
Proceedings, XXVII (April, 19 17 ), Part
I, 18-62.
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"For man there is no ending. He must go on, still he will be beginning."
-H. G . Wells
"While we read history we make history."
-George William Curtis
QUEST
"History is the biography of the minds of men."
- Sir William Osler
". . . to the trained eye the past gleams through beneath the surface of the present."
- Clyde Kluckhohn