Identifier: lifeofalicefreem1908palm (find matches)
Title: The life of Alice Freeman Palmer
Year: 1908 (1900s)
Authors: Palmer, George Herbert, 1842-1933
Subjects: Palmer, Alice Freeman, 1855-1902
Publisher: Boston, New York, Houghton, Mifflin and company
Contributing Library: Wellesley College Library
Digitizing Sponsor: Wellesley College Library

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AN PALMER Lucy Stone, or perpetually youthful Julia WardHowe, a new nobility seemed communicated to her-self. Yet she did not appear on their platforms norpress the legislature to grant their great request.While never concealing her sympathies, and agree-ing with a remark made to her by Phillips Brooks,that it frightened him to see what civic govern-ment had come to, unaided by women, she feltthat the movement toward suffrage was advancingwith great — perhaps with sufficient — rapidity.She was eager, before it reached its conclusion, togive women juster minds, sounder bodies, moreequable nerves, and a clearer consciousness of them-selves as something more than pretty creatures ofsociety. These were the important matters; suffragebut an auxiliary, though worthy, crown. It couldwait, they could not. Then too these were the in-terests specifically intrusted to her, and into thefurtherance of them she threw herself with a whole-hearted zeal which was not easily diverted to sideissues.
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H CO I—I < CQ xn CAMBRIDGE (continued) In 1889 Mrs. Palmer was appointed by GovernorAmes a member of the Massachusetts State Board ofEducation. This position she held during the re-maining thirteen years of her life, being reappointedby Governor Greenhalge and Governor Crane, untilshe became the senior member of the Board. TheBoard consists of eight members and has direct con-trol of the normal schools only; but indirectly andthrough oversight it influences all the public instruc-tion of the state. At its instance new legislation isinitiated or, still more important, prevented. In theannual report of its secretary statistics of the schoolsare given and their condition elaborately set forth.It employs half a dozen agents to visit the schoolsof the isolated sections, to learn about their strengthand weakness, and to give friendly advice to theteachers. Under their direction some twenty-fiveTeachers Institutes, a sort of migratory normalschool, are held each year. At these the teach

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