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Dorchester, Mass. (Massachusetts, United States) (search for this): chapter 22
a day. Besides these, which included classes in Latin, French, Greek, and German, he had pupils out of school in Spanish and Italian, adding to all this the enterprise, then wholly new, of systematically teaching English with the study of standard writers. This was apparently a thing never done before that time in the whole United States. So marked was the impression made by his mode of teaching that it led to his appointment as principal of the pioneer public high schools at Dorchester, Massachusetts. He there required work in English of all his pupils, boys and girls alike, including those who had collegiate aims. At this time no English, as such, was required at any American college, and it was only since 1846 that Harvard had introduced even a preliminary examination, in which Worcester's Elements of history and Elements of Geography were added to the original departments of Latin, Greek, and mathematics. Rolfe's boys enjoyed the studies in English literature, but feared
Lowell (Massachusetts, United States) (search for this): chapter 22
tment which he may indeed be said to have created in our public schools, and thus indirectly in our colleges. William James Rolfe, son of John and Lydia Davis (Moulton) Rolfe, was born on December 1, 1827, in Newburyport, Massachusetts, a rural city which has been the home at different times of a number of literary and public men, and is still, by its wide, elm-shaded chief avenue and ocean outlook, found attractive by all visitors. Rolfe's boyhood, however, was passed mainly in Lowell, Massachusetts, where he was fitted for college in the high school. He spent three years at Amherst College, but found himself unable to afford to remain any longer, and engaged in school-teaching as a means of immediate support. A bankrupt country academy at Wrentham, about twenty-five miles from Boston, was offered to him rent free if he would keep a school in it, and, for want of anything better, he took it. He had to teach all the grammar and high school branches, including the fitting of boy
United States (United States) (search for this): chapter 22
college, and his pupils ranged from ten years old to those two or three years older than himself. He was the only teacher, and heard from sixteen to twenty classes a day. Besides these, which included classes in Latin, French, Greek, and German, he had pupils out of school in Spanish and Italian, adding to all this the enterprise, then wholly new, of systematically teaching English with the study of standard writers. This was apparently a thing never done before that time in the whole United States. So marked was the impression made by his mode of teaching that it led to his appointment as principal of the pioneer public high schools at Dorchester, Massachusetts. He there required work in English of all his pupils, boys and girls alike, including those who had collegiate aims. At this time no English, as such, was required at any American college, and it was only since 1846 that Harvard had introduced even a preliminary examination, in which Worcester's Elements of history an
Pennsylvania (Pennsylvania, United States) (search for this): chapter 22
umes, and another, the Cambridge Edition, in one volume. He has edited volumes of selections from Milton, Gray, Goldsmith, Wordsworth, and Browning, with Mrs. Browning's Sonnets from the Portuguese. He is also the author of Shakespeare the boy, with sketches of youthful life of that period; The Satchel guide to Europe, published anonymously for twenty-eight years; and a book on the Elementary study of English. With his son, John C. Rolfe, Ph. D., Professor of Latin in the University of Pennsylvania, he has edited Macaulay's Lays of ancient Rome. He has published a series of elementary English classics in six volumes. He has also supervised the publication of the New century edition de luxe of Shakespeare in twenty-four volumes, besides writing for it a Life of Shakespeare which fills a volume of five hundred and fifty pages, now published separately. It is safe to say that no other American, and probably no Englishman, has rivaled him for the extent, variety, and accuracy of his
Venice (Italy) (search for this): chapter 22
of Shakespeareana in the Literary world and the Critic, to which he has also added Poet-lore. He has written casual articles for other periodicals. In 1865 he published a handbook of Latin poetry with J. H. Hanson, A. M., of Waterville, Maine. In 1867 he followed this by an American edition of Craik's English of Shakespeare. Between 1867 and I 869, in connection with J. A. Gillet, he brought out the Cambridge course in physics, in six volumes. In 1870 he edited Shakespeare's Merchant of Venice with such success that by 1883 he had completed an edition of all the plays in forty volumes. It has long been accepted as a standard critical authority, being quoted as such by leading English and German editors. He was lately engaged in a thorough revision of this edition, doing this task after he had reached the age of seventy-five. He has also edited Scott's complete poems, as well as (separately) The Lady of the Lake and The lay of the last Minstrel ; an Edition de luxe of Tennyson'
Lawrence (Massachusetts, United States) (search for this): chapter 22
the English and let the Greek take care of itself. As a result, all four of the boys entered Harvard without conditions, and it is worth noticing that they all testified that no part of their preparatory training was more valuable to them in college than this in English. It is also noticeable that the late Henry A. Clapp, of Boston, long eminent as a lecturer on Shakespeare, was one of these boys. In the summer of 1857 Mr. Rolfe was invited to take charge of the high school at Lawrence, Massachusetts, on a larger scale than the Dorchester institution, and was again promoted after four years to Salem, and the next year to be principal of the Cambridge high school, where he remained until 1868. Since that time he has continued to reside in Cambridge, and has devoted himself to editorial and literary work. His literary labors from 1869 to the present day have been vast and varied. He has been one of the editors of the Popular science news (formerly the Boston Journal of Chemistr
Salem (Massachusetts, United States) (search for this): chapter 22
conditions, and it is worth noticing that they all testified that no part of their preparatory training was more valuable to them in college than this in English. It is also noticeable that the late Henry A. Clapp, of Boston, long eminent as a lecturer on Shakespeare, was one of these boys. In the summer of 1857 Mr. Rolfe was invited to take charge of the high school at Lawrence, Massachusetts, on a larger scale than the Dorchester institution, and was again promoted after four years to Salem, and the next year to be principal of the Cambridge high school, where he remained until 1868. Since that time he has continued to reside in Cambridge, and has devoted himself to editorial and literary work. His literary labors from 1869 to the present day have been vast and varied. He has been one of the editors of the Popular science news (formerly the Boston Journal of Chemistry ), and for nearly twenty years has had charge of the department of Shakespeareana in the Literary world and
Waterville, Me. (Maine, United States) (search for this): chapter 22
l and literary work. His literary labors from 1869 to the present day have been vast and varied. He has been one of the editors of the Popular science news (formerly the Boston Journal of Chemistry ), and for nearly twenty years has had charge of the department of Shakespeareana in the Literary world and the Critic, to which he has also added Poet-lore. He has written casual articles for other periodicals. In 1865 he published a handbook of Latin poetry with J. H. Hanson, A. M., of Waterville, Maine. In 1867 he followed this by an American edition of Craik's English of Shakespeare. Between 1867 and I 869, in connection with J. A. Gillet, he brought out the Cambridge course in physics, in six volumes. In 1870 he edited Shakespeare's Merchant of Venice with such success that by 1883 he had completed an edition of all the plays in forty volumes. It has long been accepted as a standard critical authority, being quoted as such by leading English and German editors. He was lately
Worcester (Massachusetts, United States) (search for this): chapter 22
that time in the whole United States. So marked was the impression made by his mode of teaching that it led to his appointment as principal of the pioneer public high schools at Dorchester, Massachusetts. He there required work in English of all his pupils, boys and girls alike, including those who had collegiate aims. At this time no English, as such, was required at any American college, and it was only since 1846 that Harvard had introduced even a preliminary examination, in which Worcester's Elements of history and Elements of Geography were added to the original departments of Latin, Greek, and mathematics. Rolfe's boys enjoyed the studies in English literature, but feared lest they might fail in the required work in classics unless they were excused from English. To relieve their anxiety and his own, their teacher wrote to Professor Felton, afterwards President of Harvard, telling him what his boys were doing in English, and asking permission to omit some portion of his
Newburyport (Massachusetts, United States) (search for this): chapter 22
n who, upon a somewhat lower plane than Parkman, has made for himself a permanent mark in a high region of editorship, akin to that of Furnivall and a few compeers in England. A teacher by profession all his life, his especial sphere has been the English department, a department which he may indeed be said to have created in our public schools, and thus indirectly in our colleges. William James Rolfe, son of John and Lydia Davis (Moulton) Rolfe, was born on December 1, 1827, in Newburyport, Massachusetts, a rural city which has been the home at different times of a number of literary and public men, and is still, by its wide, elm-shaded chief avenue and ocean outlook, found attractive by all visitors. Rolfe's boyhood, however, was passed mainly in Lowell, Massachusetts, where he was fitted for college in the high school. He spent three years at Amherst College, but found himself unable to afford to remain any longer, and engaged in school-teaching as a means of immediate support
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