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paid in 1857, calling in superior service, and attaching men to the occupation for e, rather than, as was too often the case in former times, making teaching a temporary expedient to provide the means to pursue some one of the professions.
I might enumerate the judicious programme prepared for the schools, the establishment of the Normal School for girls, the advancement of industrial work, now so popular but in former years lacking support among educators, and other elements of progress all around us, but the minds of most present are too familiar with his later work to make such enumeration in this presence necessary. Our thoughts at this time turn to him as the leading educator among the many noble men who have labored among us.
Dr. Philbrick was considered by some a timid man, but what was thought timidity was only extreme carefulness. He fully surveyed the whole field before making any important change, and his sagacity was such that, hroughout his le term of service, there was conwas never at any time a necessity kwards.
o often exaggerated, and awaken n painful comparison with the
; but to-night no sentiment of to any one present. We have
and sincere, bearing the corthe depths of feeling. If any nation in which our departed essary, the throng of men, edu
cators from various parts of the state, who braved the most inclement day of the winter to stand sorrowing about his body in the beautiful home made desolate by his death, would attest the love and esteem in which he was held by those who had known him longest and best.
ADDRESS OF JOSHUA BATES, LL. D.
Mr. Chairman and Gentlemen of the Masters' Association: I desire on this occasion to add my testimony to the many expressions of regard which have already been uttered in appreciation of our departed friend, the Hon. John D. Philbrick.
Born in the Granite State, of worthy parentage, Dr. Philbrick, amidst comfortable surroundings, was trained by the circumstances of his early life to habits of industry, and patient labor. He early learned that success in life could be secured only by personal effort and close application to all duties. It is a prominent characteristic of our republican institutions that many a boy early learns that he must depend on his own resources, often under almost insurmountable difficulties, in order to reach positions of usefulness and honor.
In the school, academy, and college, we find young Philbrick the vigorous boy, the industrious young man, assiduously devoting his time and talents to the faithful performance of all requirements.
Early in life, he made the decision to devote his energies to the profession of teaching. He was not, perhaps, what could be called a genius; yet his application was so untiring that he accomplished by industry
what genius often fails to do. He had unlimited influence with his classmates, and was thoroughly appreciated and respected by all the college officers.
Success in discipline and instruction in his first school experiences, led him soon to find and secure positions that developed great executive ability in all educational organization and administration. Blest in youth with robust health and a mind acute and vigorous, with a keen sense of moral rectitude, we find Dr. Philbrick in his manhood equipped and ready for all undertakings, however laborious and difficult. His character was remarkable for strong common sense, symmetry, and completeness. He had a clear, intuitive insight into the character of men, as well as the relation and fitness of things. He exhibited, in a remarkable degree, kindness of heart and gentleness of spirit, but also uncommon strength of purpose. His social qualities were of a high order; he was always cheerful and affable, which, with a cultivated intellect and courteous manner, made him the most delightful of companions. He acquired knowledge by constant study and retained it with great tenacity, and was able to apply it with skill and efficiency. His perceptive faculties were quick and his memory ready and retentive, so that in company, at home, and in his travels, he was at school, gathering knowledge for future use. He kindly sympathized with all teachers desirous to do their duty, and aided them in all their trials by judicious encouragement and advice.
My acquaintance with Dr. Philbrick dates from the year 1844, while he was connected as usher with the
English High School. On the organization of the Quincy School in 1848, and the appointment of Dr. Philbrick as its master, I soon learned the worth and value of his companionship. Owing to the proximity of the Quincy and Brimmer districts, we naturally had occasion to consult on matters pertaining to our respective schools, and thus we became quite intimate. Such was the harmony of our views on all educational subjects, that our hitherto casual meetings were changed to frequent interviews, that ripened into mutual and warm friendship, which continued uninterrupted to the last.
I propose to speak briefly of Dr. Philbrick, as some of this association of masters knew him in years past in friendly and professional intercourse, calling up in pleasing reminiscences some characteristics familiar to those of us who were associated with him in social life and in educational work.
The social element in his character and his genial nature were such as to gather around him a host of friends; and the quiet but sterling integrity of the man created confidence in all who secured his friendship. Any one at all acquainted with our friend must have particularly noticed his calm demeanor, fortitude, and noble bearing under all circumstances, either of success or discouragement, in his professional life. Dr. Philbrick's character never shone brighter than when he was surrounded by difficulties and trials. Such firmness and dignity, such undisturbed peace of mind, such consciousness of no wrong-doing,- for his natural frankness forbade all duplicity, — and such manly and Christian resig
nation gave a peculiar loveliness to the man, and all his friends admired his noble bearing under all trials and oppositions.
Dr. Philbrick, after carefully and thoroughly investi gating any subject, and becoming convinced what course, in his best judgment, was the proper and honest one to pursue, held fast and firmly to his convictions, and was decided and independent in action. He was emphatically practical and sound in all educational opinions. He was distinguished for completeness in mental endowments, and was so well stocked with good common sense that he could not brook or sustain any sensational or empirical notions in any department of his work; but he was never rude or offensive in his opposition to what he considered unsound and visionary theories. He labored constantly and aimed conscientiously to encourage and sustain all methods in discipline and teaching that would lead to thorough instruction and complete scholarship. He so heartily and truly desired substantial and definite results, that he totally ignored all shams and all desultory and uncertain methods. He was far more willing to submit peaceably to defeat, than ignobly to compromise, or substitute any system that would encourage superficial teaching and the fanciful schemes of modern agitators. In this particular he ranks pre-eminent for honesty and unflinching purpose in all undertakings. While some constantly cater for public approbation, and shift and turn to gain applause, he was ever truly and perseveringly committed to such methods as would conduce to practical and genuine results.