Historic Towns of New England

In due time, when pioneers from New England found their way to the then virgin lands of Central New York, the valley of the Ohio, and the northern half of the vast valley of the Mississippi, they carried with them the political and religious ideals of New England. Where they were a large majority of the settlers within a given territory, or where at the time when its organic structure was forming they dominated it, the town was established as the political unit in the territory. Such was the case in Michigan, Illinois, Wisconsin, and Minnesota. Where New England settlers joined with those from the Middle States, or the border States of Kentucky and Virginia, they often found it necessary to compromise on a system in which the county and the town were peers, as in Ohio, Indiana, and Iowa. But, as experience has proved, the modified township system, as it is found in Illinois and Michigan, is more advantageous than the system of divided authority, and many of the Western States are gradually adopting it, California, Nebraska, and the Dakotas having recently made it either permissible or mandatory.

Nor are signs lacking that in the South, as its white population increases by immigrants from the North, as the patriarchal and pastoral type of civilization gives way to the modern industrial and corporate type, as cities and towns multiply, and local as well as State pride has free chance to develop, there will be an adoption of the modified township system and a gradual abolition of the county system.

Among the changes of the last half-century in New England, one notable one has been the tendency of the larger towns to adopt the city form of government as soon as it was deemed that the increase of population warranted the step and made it necessary. This fact, as well as the marked increase of urban population in New England,[3 - In 1810, less than 15 per cent. of the population of Rhode Island was found in towns of 8000 or more inhabitants; in 1890, nearly 80 per cent. In Massachusetts, in 1790, five per cent. were urban dwellers; in 1890, 70 per cent. In Connecticut, in 1830, 3 per cent. lived in cities; in 1890, more than 50 per cent. In 1840, 3 per cent. in New Hampshire lived in cities; in 1890, more than 25 per cent. In 1820, in Maine, 4 per cent. lived in cities; in 1890, 20 per cent.] is counted by some students of her social development as indicative of retrogression, however inevitable. Certain it is, that if the town of Brookline, with its population of 16,164, and its property valuation of $64,169,200,[4 - Cf. Town Records of Brookline, 1897-98.] and annual appropriations of more than $900,000, can still work the ancient machinery of the town-meeting without the slightest loss either of a pecuniary or a civic sort, other towns, with a smaller population and much smaller valuation of property, cannot reasonably claim that mere physical growth is any warrant for the change from a system so purely democratic to one less so and much more readily adapted to serve the ends of partisan bosses and those who batten at the public crib.

The third of the indispensable and ever-present institutions found in every New England town or village is the public school, open to all and supported by all. Roman Catholic, Protestant and Jew, Caucasian and African, French Canadian and Irish, Italian and Portuguese, English and German, mingle in the school-room and learn the essential likeness of each to the other, their common and peculiar gifts, and their common duties to God and the State. No man in the community is so rich or aristocratic as to escape taxation for support of the school, even though his children may never darken the doors. No man in the community is so humble or so poor as to be debarred from sending his children to the highest as well as to the lowest grades. Unsectarian in the sense that they derive support from taxpayers of all sects and inculcate the dogmas of none, secular in the sense that religion is not a part of the curriculum, they ever have been a bulwark to the cause of religion, partly by reason of the example of the teaching force, who usually are men and women with religious faith as well as mental attainment, and partly because they have developed the rational powers of men, and thus enabled them to discriminate between superstition and truth. Beginning, in the more favored and advanced communities, with kindergarten instruction for young children, and not ceasing until the youth or maiden is prepared to enter the college or university, the State and the town, co-operating together, make it possible for every parent to give to his children, or for every ambitious or friendless boy or girl to secure for himself or herself, at the public expense, a thorough preparatory education. Nor is there any item of his yearly tax bill which the typical New Englander pays with greater alacrity and more certainty of belief as to its equity or economy than his annual contribution for popular education. For it is ingrained in his very being, woven into the texture of his life, to believe, as Garfield said, that “next in importance to freedom and justice is popular education, without which neither freedom nor justice can be permanently maintained.” Moreover, being shrewd as well as a man of high principles and a lover of learning for its own sake, the New Englander is convinced that it pays to be educated, and to have educated neighbors and children. His reasoning takes this form: The more children in the schools, the fewer youths and adults in the jails and poorhouses. The better informed the mill operatives, the larger the output of the mills. The higher the standard of living, the larger the demand for the product of the soil and the loom, and the better the home market. The more intelligent the voter, the less the seductive power of the demagogue and the “political boss.” In short, the New England people have always believed, and still believe, what the inscription on the Public Library in Boston declares:

THE COMMONWEALTH REQUIRES THE EDUCATION

OF THE PEOPLE AS THE SAFEGUARD

OF ORDER AND LIBERTY

That the policy has been a wise one, is indicated by New England’s share in the various struggles for liberty which the country has seen, the stability of all her institutions, her exemption from disorder and industrial disputes which culminate in violence, her inhospitality to “boss rule” in politics, and the thrift and prosperity of her citizens.

Historically speaking, the “public school” is a very ancient New England institution. Boston had one as early as 1635, and in 1647 the General Court of Massachusetts enacted:

“That to the end that learning may not be buried in the graves of our forefathers, it was ordered in all the Puritan colonies that every township, after the Lord hath increased them to the number of fifty households, shall appoint one to teach all children to write and read; and when any town shall increase to the number of one hundred families, they shall set up a Grammar School, the master thereof to be able to instruct youth so far as they may be fitted for the University.”

Nine years earlier, in 1638, the same body had founded a college (Harvard) at Cambridge, in order, as they said, that “the light of learning might not go out, nor the study of God’s word perish.” These two acts of the General Court may be reckoned as the germs from which has developed that system of secondary and higher education which has given Massachusetts the place of leader in the history of education in America.

In 1645, Connecticut passed a law similar to the earlier Massachusetts statute of 1642, but not until 1701 was Yale University founded at New Haven. Rhode Island did not have a system of popular education until just as the eighteenth century was closing. New Hampshire, Maine, and Vermont accepted the Massachusetts methods and ideals, with some minor variations.

Devout as were the founders of New England, it followed inevitably that they should establish institutions where their children might obtain a distinctly religious training as well as a general education. Thus, for a long period of New England history, the Christian academy, under denominational control, flourished just as it does now in the West, and for much the same reason. As the public-school system has expanded, as town after town has added the high school to the primary and grammar school, as sectarian fences have toppled over or ceased to be restrictive, the academy of the old type has ceased to play the part it once did in New England life. But, in any survey of the history of education in New England, it should not be overlooked. Many excellent institutions of this type still survive to meet the demands of those persons who either distrust the public high school, or else are unable to send their children to one, owing to residence in towns where the school system has not developed to that extent. But, as a rule, the New England boy and girl, no matter what the social station or wealth of his or her parent, still “derives his or her preparation for college or life from the community in which he or she lives.” And, as Phillips Brooks said in his address at the two hundred and fiftieth anniversary of the Boston Latin School:

“That is the real heart of the whole matter… It constitutes the greatest claim of the public-school system. It represents the fundamental idea of the town undertaking the education of her children… It educates the thought of law and obedience, the sense of mingled love and fear, which is the true citizen’s true emotion to his city. It educates this in the very lessons of the school-room, and makes the person of the State the familiar master of the grateful subject from his boyhood… It is in the dignity and breadth and seriousness which the sense that their town is training them gives to their training, that the advantage of the public-school boys over the boys of the best private schools always consists.”

Emigrating westward, the pioneers from New England carried with them the public school, the academy, and the college. Connecticut’s settlers in the Western Reserve, Ohio, took with them conceptions of duty in this respect, which profoundly affected the future history of the commonwealth. Ohio has come to be, in this later day, what Virginia was in the early history of the country – “The Mother of Presidents” – and has more colleges within its borders than any State in the Union. It was a Massachusetts soldier, Gen. Rufus Putnam of Rutland, a Congregational clergyman, Rev. Manasseh Cutler of Hamilton, Massachusetts, and an Ipswich, Massachusetts, lawyer, Nathan Dane, who founded Marietta, Ohio, and induced Congress to put into the epoch-marking Ordinance of 1787 governing the Northwest Territory, this remarkable declaration and article:

“Religion, and morality, and knowledge, being necessary to good government and the happiness of mankind, schools and means of education shall forever be encouraged.”

As early as 1797, Muskingum Academy was founded in the territory conceded, and in due time came Marietta, Oberlin, Wabash, Illinois, Knox, Beloit, Olivet, and Ripon Colleges, all Christian institutions within the territory originally governed by the Ordinance of 1787.

Precisely similar has been the record of New England emigrants beyond the Mississippi. Wherever they have settled and shaped the civic ideals, whether in the Dakotas, Iowa, Minnesota, Nebraska, Kansas, Colorado, or in California, there they have laid the foundations of a free public-school system, and of academies and colleges controlled by Christian educators and trustees. Nor do they cease to believe in the academy and the college now that the competition of the State university in the States of the interior and the West is so intense, and the reliance of the treasuries of these Western Christian institutions upon the gifts of their friends in New England increases rather than abates.

Impressed with the need, in all sections of the country, of a well-instructed and intelligent electorate, and convinced that the South was too poor to provide for itself the schools that its unfortunate illiterate whites and blacks needed, New Englanders early began to contribute to the support of academies and colleges in the South. Not always welcomed by the ruling class, the pioneers in this work persevered, and many of them have lived long enough to receive the thanks of those who at first despised and scorned them. Millions of dollars have gone from New England for the founding and support of such institutions as Berea College, Kentucky; Atlanta University, Georgia; Hampton Institute, Virginia; Fisk University, Tennessee; and Tuskeegee Institute, Alabama. Three New Englanders, George Peabody of Danvers, Mass., John F. Slater of Norwich, Conn., and Daniel Hand of Guilford, Conn., have given between them $5,100,000 in bequests or donations for the establishment or assistance of schools, colleges, and training schools for teachers in the South. The Peabody Education Fund, from 1868 to 1897, distributed in the South, from its income alone, a sum amounting to $2,478,527.

Nor is New England’s influence, educationally speaking, limited to the United States. The educational system of Honolulu is based on New England models. Robert College, near Constantinople, has spread the principles of Christian democracy in Church and State, as they are held by New Englanders, throughout Bulgaria and the Balkan states, and given ideals to the Young Turkey party in the land where the Sultan is dominant. The Huguenot Seminary in South Africa was distinctly modelled after Mt. Holyoke Seminary, and its first teaching staff was made up of New England women educated at Mt. Holyoke. Wherever American Protestant missionaries have gone and established schools and colleges in Asia, Africa, or Europe, almost invariably the master spirits, the men and women who have given character to, and established the ideals of, the institutions, have been graduates of the New England colleges and academies, even if not New-England-born.

Subtract from the history of education in the United States, during the latter half of the century just closing, the influence of four men, Horace Mann, Henry Barnard, Charles William Eliot, and William Torrey Harris, and you take from it the best that it stands for to-day. All of these men were born in New England. All were reformers. All showed great administrative ability. All lived to see their radical views find general acceptance. Horace Mann did his greatest work in remodelling the public-school system of Massachusetts. Barnard did a similar work in Connecticut, Rhode Island, and Wisconsin, but his greatest service to the cause of education was his masterly editing of the American Journal of Education, from 1855 to 1881. Eliot has transformed the curriculum of Harvard, the oldest university of the North, has resolutely contended for the largest measure of election by the student in his selection of studies, his personal conduct, and his personal attitude toward God, and he has made “Veritas” in very truth the appropriate motto of the leading American institution of learning. Harris, as an interpreter of the philosophy of education, both in his many writings and more numerous addresses, has lifted the popular conception of the profession of teaching to a loftier and more rational plane, while his control of the United States Bureau of Education since 1889 has given it a standing abroad, and a measure of utility at home, which it is gratifying to contemplate.

Few towns in New England possess more charm, whether of nature or society, than the towns in which her long-established institutions of learning have taken root, flourished, and dominated the life of the community. New Haven, Cambridge, and Providence are all cities now with a heterogeneous population and large manufacturing interests, and they each contain thousands of inhabitants to whom Harvard, Yale, and Brown are of as little practical benefit or concern as if they were situated in remote Hawaii or Porto Rico. Nevertheless, the chief glory of each of these large towns is its institution of learning, and to each there come added beauty of life and elevation of tone because of the presence within its borders of so many thirsty and hungry students and highly educated and apt instructors. It would be idle, however, to claim, for instance, that Cambridge to-day is quite as unique and charming in its simplicity and purity of life, or quite as classic in its atmosphere, as it was in the days when the town was a village, when the university was a college, and when thought and manners were as ideal as James Russell Lowell in his essay, Cambridge Thirty Years Ago, and Thomas Wentworth Higginson in his latest book, Cheerful Yesterdays, picture them.

To study the American college town at its best, unsullied by the grime of industrialism and the temptations and conventionalities of city life, one must go to hill-towns like Amherst and Williamstown, Massachusetts, or Hanover, New Hampshire. But even there, standards of living and conduct among students and instructors have been changed and influenced by the habits and ideals of the universities and the cities. Hence, to see the American college town in all its pristine simplicity and beauty, one now has to go to the new New England, and visit such institutions as Oberlin, Beloit, Knox, Iowa, and Colorado colleges, concerning which, and others of their type, Mr. Bryce writes:

“They get hold of a multitude of poor men who might never resort to a distant place for education. They set learning in a visible form, plain indeed and humble, but dignified even in her humility, before the eyes of a rustic people, in whom the love of knowledge, naturally strong, might never break from the bud into the flower, but for the care of some zealous gardener. They give the chance of rising in some intellectual walk of life to many a strong and earnest nature who might otherwise have remained an artisan or storekeeper, and perhaps failed in those avocations.”[5 - Chapter cii., Bryce’s American Commonwealth. For an interesting and significant account of the impression made by one of the Western Christian colleges upon a friendly and thoroughly trained French observer, see the translation of an article by Th. Bentzon (Madame Blanc) in the Revue des Deux Mondes, printed in McClure’s Magazine, May, 1895.]

New England has a railroad mileage greater in proportion to its population and area than any section of the United States. Indeed, it is greater than that of any European country. In 1895, there were 11.77 miles of railroad for each one hundred square miles of territory, and 14.11 miles for each ten thousand inhabitants, the proportion in Massachusetts rising to 26.35 miles for each one hundred square miles. The same year, the number of employés engaged in railway traffic in New England was 60,593. On January 1, 1840, New England had only 426 miles of railway. January 1, 1895, it had 7,398 miles of road, which reported gross earnings of $82,845,401, and 116,069,178 passengers transported during the previous year.

The significance of these facts is apparent to the casual traveller through New England as well as to the economist. Nerves of steel and iron have bound urban and rural populations together, made the cities and towns accessible to the inland trader, farmer, and producer, and the country districts accessible to the wares of the merchant and manufacturer, and to the lover of nature. Suburban residence for the urban toiler has been made possible and cheap, while New England, as a whole, has been transformed from an agricultural and seafaring section to one with great and most varied manufacturing interests. Boston has come to be next to the largest centre for exports in the country, and the commercial and industrial as well as the intellectual capital of New England.

From the standpoint of æsthetics, the railroad station in the average New England town is a monstrosity, although in all fairness it should be said that within a decade there has been a notable improvement in this respect. But from the standpoint of economics and social science, the railway station is subordinate only to the church and the school in its service to society; and the degree of civilization in any community may be accurately computed by the volume and variety of the traffic done with its station agents. If one is desirous of studying the New England town, let him frequent the platforms of the railroad station and the freight-house, ascertain how large a proportion of its inhabitants leave town daily to do business in the adjacent city, how many travel even farther in pursuit of pleasure or on business, how many depart on outings that imply thrift and a desire for recreation and rest. Let him study the bulk of the raw material as it comes from the wool-markets of Europe and America, from the cotton fields of the South, and from the mines of Alabama, Pennsylvania, and Minnesota, and then inspect it as it goes forth again, converted into manifold forms of useful tools, machinery, fabrics, etc., and he will not lack for data respecting the status of the community. If he finds that pianos, organs, books, pictures, the latest devices of sanitary science, bicycles, etc., are arriving, he may justly infer that the inhabitants are in touch with the outer world and eager to take advantage of the latest discoveries of men of science. Nor is it imprudent to assert that such a study made in the average New England town will indicate economic wants, and their satisfaction, such as no communities elsewhere can display.

Compared with other sections of the country, New England has railroads which are better supervised by the States, more honestly constructed, capitalized and administered, and more responsive to public needs. Concentration of power and responsibility in the hands of the few goes on apace in New England, as well as elsewhere, so that now there are only four railway corporations of much importance in New England. But, through such governmental agents as the Massachusetts Board of Railroad Commissioners (organized in 1869, and the model for similar bodies elsewhere in the nation), the people still retain the whip-hand, still protect the rights of individuals, communities, and investors, and bring about those reductions in fare and freight charges, and those improvements in service, which public welfare and safety demand.

No attempt – however brief or superficial – to describe the life of the New England town of the last decade of the nineteenth century, especially in the States of Massachusetts, Connecticut, and Rhode Island, could justifiably fail to note the transformation – economic, physical, and social – which the bicycle and trolley electric railroad have wrought in the life of the towns of those States.

New England capitalists and New England inventors were the first to put on the market safety bicycles that were well constructed, adapted for daily use or pleasure, and reasonably cheap, and New England still retains the lead in the domestic and export trade in bicycles. Naturally, then, New England people were the first to purchase the product of their own factories. Space does not suffice to indicate here how general now is the use of the bicycle even in the remotest hamlets, and how it has changed modes of living. Farmers’ boys and girls among the lakes and hills of Maine and Vermont, fishermen’s children on the sand-dunes of Cape Cod, run their errands, visit their neighbors, and get their daily sport with the bicycle. Artisans and professional men in all the towns and cities go to and from their shops, offices, and homes on steeds that require no fodder, and while doing it gain physical exercise and mental exhilaration that transportation in the old ways never furnished. Horses still are in demand for sport and draught work, and the few who love horses continue to breed and own them. But for the multitude a far cheaper and more tractable kind of steed has come, one which rivals the locomotive as well as the horse and forces steam-railway managers to face serious problems, mechanical and fiscal.

As to the electric street railway, perhaps a few facts relative to Massachusetts may indicate a state of affairs that to some extent is typical now of the section, and will become more so as population in New Hampshire, Maine, and Vermont drifts townward.

From 1860 to 1889, the number of street-railway companies in Massachusetts increased only from twenty to forty-six, and the mileage from eighty-eight to 574, the motor force of course being horse-power. From 1889 to 1897, the number of companies increased from forty-six to ninety-three, and the mileage from 547 to 1413, the motor power being almost exclusively electric. During the same period, the number of passengers carried on the ten main lines increased from 148,189,403 in 1889, to 308,684,224 in 1897. The total capital invested in these street railways now amounts to $63,112,800, and, in 1897, earned 7·78 per cent. on the average.

So much for statistics which are impressive in themselves. But if one would appreciate the magnitude of this traffic, and the radical transformation which the new power and improved service have wrought in the life of the people who patronize these railroads, he must do more than compare statistics. He must note the result of making the residence in the suburb and the workshop in the city accessible to a degree that the steam railway cannot expect to duplicate, of giving city dwellers opportunities to journey seaward and hillward at a trifling expense, of providing residents of the villages with inexpensive transportation to the towns and residents of the towns with transportation to the cities, of cultivating the knowledge of and love for open-air life and nature among city dwellers and of enlarging the social horizon and area of observation of the villager, of giving a poor man a vehicle that transports him with a speed and a sense of pleasure that vies with that of the high-priced trotter of the wealthy horseman, of giving to society a centripetal force that tends to take city workers countryward at a time when other social forces, centrifugal in their tendency, are drawing him cityward.

Naught would occasion more bewilderment to the ancient residents of Marblehead, Hingham, or Plymouth, could they return to their former places of abode, than the “Broomstick Trains” which Oliver Wendell Holmes’s fancy pictured thus:

“On every stick there’s a witch astride, —
The string you see to her leg is tied.
She will do a mischief if she can,
But the string is held by a careful man,
And whenever the evil-minded witch
Would cut some caper, he gives a twitch.
As for the hag, you can’t see her,
But hark! you can hear her black cat’s purr,
And now and then, as a car goes by,
You may catch a gleam from her wicked eye.”

These trains whirl through the crooked streets with a mysterious, awe-compelling power, that would suggest witchery were it not for the clang of their alarm bells, and the knowledge that fares must be paid. They disturb the quiet and solemnity of many an ancient village, and have brought knowledge of evil as well as of good to many a youth. What railways and steamship lines have done in bringing peoples of all climes and continents nearer together, and thus at once widened men’s area of knowledge and sympathy, and contracted the physical area of the earth, this the electrically propelled motor is doing on a smaller scale for the people of the towns of the ancient commonwealths of New England.

In ante-bellum days, New England and the South were, perhaps, most unlike in their attitude toward manufacturing, and the difference was one that meant far more than a mere incident of difference of climate or a difference of opinion as to sectional or federal fiscal policy. The art of manufacturing, as New Englanders had practised it for generations before what is now known as the “factory system” developed, had been based on a universal recognition of the nobility of labor, the necessity for personal initiative, and the duty of thrift. Toil was considered honorable for men and women alike. Every hillside stream was set at work turning the wheels of countless mills. Yankee ingenuity was given free play in the invention of appliances, and Yankee initiative saw to it that after the raw material was converted into the finished product, markets were found in the newer settlements of the Interior and West, or in Europe and Asia. Many a farmer was a manufacturer as well. Home industries flourished, and no month in the year was too inclement for toil and its reward.

With the application of steam power to the transportation of freight and passengers, with the invention of the spinning-jenny and the perfecting of the cotton loom and the development of the “factory system” of specialized and divided labor, New England, quick to perceive wherein her future prosperity lay, at once leaped forward to seize the opportunity, and the relative superiority thus early gained she has not lost, even though other sections more favorably situated as to accessible supplies of fuel and raw materials have, in the meantime, awakened and developed.

Whether judged by the legislation governing their operation, their structural adaptability to the work to be done, their equipment of machinery, the variety and quality of their product, or the intelligence and earning capacity of their operatives, the New England factories can safely challenge comparison with those of any in the world, and the typical factory towns of New England, whether along her largest rivers, such as Lowell and Hartford, or at tide-water, as Fall River and Bridgeport, or nestled among the hills, as North Adams or St. Johnsbury, are the frequent subject of study by the deputed agents of European governments or manufacturers, anxious to ascertain what it is that makes the American manufacturer so dangerous a competitor in the markets of Europe, Asia, and Africa.

Few more interesting movements in the history of man’s upward struggle have been chronicled than the successive waves of immigration which have swept into the factories of towns like Lowell, Massachusetts, and Manchester, New Hampshire. First came from the hill towns and farms the daughters of the original English, Irish, and Scotch settlers – women like Lucy Larcom, – then the Irish, specially imported from Ireland, and then the French from Canada. The Irish came when the original stock became, in its own estimation, too select for daily toil in the factory. The French came at an opportune time for the employers, when the Irish were also stirred by loftier ambitions. And it is already apparent that, whereas the French came, at first, only to win money to take back to Canada, now they are settling down to become citizens as well as residents, aspiring to higher and other realms of activity – in short, getting ready to give way in turn to some other nationality. Of course, nothing just stated should be interpreted to imply that the ideals of New England respecting the honorable nature of toil have changed, or that her factory operatives have ceased to be men of all races including the English. She has, however, witnessed or rather been the scene of a remarkable process of assimilation and transformation of races such as none of the manufacturing towns of England have seen.

Thus far, consideration has been given to those factors in the life of the community which it may truthfully be said are to be found in a large majority of the towns and villages of New England. It would be necessary, for a complete study of the New England town at its best, to include other factors, such as the savings-bank, the local lodges of the fraternal, secret orders, the co-operative bank – known in the Middle States as the building loan association, – the daily or weekly local newspaper, and the gossip and wisdom retailed by the habitués of the “village store,” which, in many of the smaller towns, serves as the clearing-house of ideas, local and national. Nor could any thorough study of the New England town as an institution fail to note at least the beneficent effect which the exclusion of shops where intoxicating liquors are retailed has had upon all of the States, thanks to that measure of prohibition which has been made possible through statutory or legislative enactment. So that, in the towns of the agricultural districts of New England, the legalized dram-shop is unknown, as are all the attendant moral and economic evils that follow in its train when the traffic is tolerated. Nor is the possibility of excluding the saloon from larger towns – manufacturing and residential – to be gainsaid in view of the record established by such cities as Cambridge, Somerville, Chelsea, Brookline, and Newton, Massachusetts. In fact, Cambridge, with its more than eighty thousand inhabitants, for nearly twelve years now has enforced local prohibition in a way to make its method of doing so a model for the country; the secret of the method by which it secures an annual “No-license vote” and a non-partisan administration of all city affairs being, in short, the union of temperance men of all degrees of abstinence, Jews and Christians of all sects, and citizens of all national parties on the simple platform – “No saloons, and no tests for local officials other than fitness, and soundness on questions of local policy.”

But there is one factor in the life of very many of the New England towns to-day that cannot be passed by without some allusion. It is the town or city library. In many instances the gift of some private donor, who was either born in the town, and making a home and fortune elsewhere desired to testify that he was not unmindful of ancestral environment and of youthful privileges, or else accumulated a fortune in the town and desired both to perpetuate his memory and to render a public service, the library building usually stands as a token of that marked interest in public education and public welfare which Americans of wealth reveal by gifts, generous to a degree unknown elsewhere in Christendom, competent European judges being witnesses. Appleton’s Annual Encyclopedia records a total of $27,000,000 given to religious, educational, and philanthropic institutions in the United States, in sums of $5000 or more, by individuals, as donations or bequests during the year 1896. In this list are recorded gifts, amounting to $195,000, to establish or to endow town libraries in New England.

Sometimes the major portion of the contents of the library building is also the gift of the generous donor of the edifice, but, usually, the town assumes responsibility for the equipment and maintenance of the library, deriving the necessary income from appropriations voted by the citizens in town-meetings or by aldermen and councilmen, members of the local legislature, and assessed and collected pro rata according to the valuation of property, just as all other town or city taxes are collected. But, whether the gift of some private individual or the creation and property of the town, the fact remains that the handsomest public buildings in New England to-day are the public-library buildings, and in no department of civic life are the New England States and towns so far in advance of those of other sections of the country as in their generous annual appropriations for the maintenance of this form of individual and civic betterment. New Hampshire is to be credited with the first law permitting towns to establish and to maintain libraries by general taxation. This she did in 1849. Massachusetts followed in 1854, Vermont in 1865, Connecticut in 1881. Boston, however, deserves credit for being the pioneer in public taxation for a municipal library, and to the Hon. Josiah Quincy, grandfather of its present mayor, who, in 1847, proposed to the City Council that they request the Legislature for authority to lay a tax to establish a free library, belongs the honor of having founded in America a form of municipal and town activity, than which, as Stanley Jevons says, in his book Methods of Social Reform, “there is probably no mode of expending public money which gives a more extraordinary and immediate return in utility and enjoyment.”

Already, library administrators and far-sighted educators and publicists foresee a time when it will be as compulsory for towns to establish and support free public libraries as it now is compulsory for them to establish and support free public schools. Massachusetts, perhaps, approaches nearer that ideal now than any other State, only ten of its 353 cities and towns being without public libraries.

Fortunately for the sociologist, the historian, the economist, and the lover of literature, the inhabitants of New England have not failed to chronicle in various forms and ways the deeds and thoughts of their contemporaries. Thus there is a large class of historic documents of which Bradford’s history of Plimoth Plantation is the magnum opus. Then there are innumerable town histories, – of which the four-volume history of Hingham, Massachusetts, is a model, – family genealogies, sermons, diaries, volumes of correspondence, such as that which passed between John Adams and his wife, memorial addresses, such as Emerson and G. W. Curtis delivered at Concord, and Webster and Robert C. Winthrop at Plymouth, which inform and often inspire all who patiently explore their contents. Last, but not least, there are the products of New England’s representative authors, who in prose or poetry have recorded indelibly the higher life of their own or of passing generations. In short, a literature-loving people has given birth to literature, and the New England town of the past can never totally fade out of the memory of future generations so long as men and women are left to read the poetry of Longfellow, Whittier, Holmes, and Aldrich, Lowell’s Biglow Papers, Harriet Beecher Stowe’s Oldtown Folks and A Minister’s Wooing, the short stories of Sarah Orne Jewett, Mary E. Wilkins, Rose Terry Cooke, Alice Brown, Maria L. Pool, and Jane G. Austin, the prose romances of Hawthorne and F. J. Stimson, and the histories of Palfrey, Bancroft, Parkman, and Fiske.