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Ionic porch of the new academy, we see they were by inheritance and nature well worthy the broad and generous course of study marked out for them by Dr Jackson, Samuel Farrar and the others. That course, of more than half a century ago, was as wide as any laid down in the women's colleges to-day; and although it was gradually modified in conformity with popular sentiment, still it speaks well for the sagacity and practical wisdom of the trustees. It is pleasant to note that Dr. Jackson lived to see his theories of women's education carried into practice by the establishment of colleges for them. Mr. Charles Goddard, grandson of Dr. Langdon, president of Harvard University, was the first principal of Abbot Academy. He was tall and fine looking, with refined and polished manners, worshipped by the little girls and greatly admired by the older ones, who, as one of their number writes "woke up wonderfully and enjoyed their studies exceedingly." "It was the universal opinion," says another, "that the advantages offered by Abbot Academy were very superior to anything in the region, and the building was considered commodious and elegant." French and German were taught by Dr. William Gottlieb Schauffler, whose romantic history and extraordinary musical gifts had already attracted much personal interest, and whose after career has made his name a household word from the shores of the German Ocean to the Stairs of the Bosphorus. Who wonders that he was a hero to those girls of fifty years ago? No theological student called upon them who had not some story to tell of his enthusiasm, daring or cleverness, and how eagerly must they have listened as the adventures of his magic flute were dwelt upon. [Illustration: PLAN OF FIRST FLOOR ADMINISTRATION BUILDING ABBOT ACADEMY ANDOVER, MASS. H. W. HARTWELL & W. C. RICHARDSON ARCHITECTS 68 DEVONSHIRE ST., BOSTON, MASS.] For twenty-one years Abbot Academy was under the charge of principals who were all college graduates and men of exceptional powers, uncommon cultivation, and thorough interest in their work. There was no fund (then as now it depended upon its fees, systematically as low as possible) to pay running expenses, and although its superior character as a school attracted as many pupils as it could accommodate it had a hard struggle to live. Very early in its existence it was evident that its great lack was a boarding-house for students from a distance, and many att
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