railways I endured three weeks' misery. It was not defeated ambition; it was not a rejected suit; it was not the hardship endured in either office or field; but it was the possession of certain shares purchased in one of the lines then afloat. The share list of the day proved the winding-sheet of my peace of mind. I was haunted by the Stock Exchange. I became at last so savage with myself that I went to my brokers and put away, without gain or loss, the shares as an accursed thing. When railway work slackened I accepted, in 18-47, a post as a master in Queenwood College, Hampshire—an establishment which is still conducted with success by a worthy principal. There I had the pleasure of meeting Dr. Franklin, who had charge of the chemical laboratory. Queenwood College had been the Harmony Hall of the Socialists, which, under the auspices of the philanthropist Robert Owen, was built to inaugurate the millennium. The letters "C of M," Commencement of Millennium, were actually inserted in flint in the brick-work of the house. Schemes like Harmony Hall look admirable upon paper; but, inasmuch as they are formed with reference to an ideal humanity, they go to pieces when brought into collision with the real one. At Queenwood, I learned, by practical experience, that two factors went to the formation of a teacher. In regard to knowledge he must, of course, be master of his work. But knowledge is not all. There may be knowledge without power—the ability to inform, without the ability to stimulate. Both go together in the true teacher. A power of character must underlie and enforce the work of the intellect. There are men who can so rouse and energize their pupils—so call forth their strength and the pleasure of its exercise—as to make the hardest work agreeable. Without this power it is questionable whether the teacher can ever really enjoy his vocation—with it I do not know a higher, nobler, more blessed calling than that of the man who, scorning the "cramming" so prevalent in our day, converts the knowledge he imparts into a lever, to lift, exercise, and strengthen the growing minds committed to his care. At the time here referred to I had emerged from some years of hard labor the fortunate possessor of two or three hundred pounds. By selling my services in the dearest market during the railway madness the sum might, without dishonor, have been made a larger one; but I respected ties which existed prior to the time when offers became lavish and temptation strong. I did not put my money in a napkin, but cherished the design of spending it in study at a German university. I had heard of German science, while Carlyle's references to German philosophy and literature caused me to regard them as a kind cf revelation from the gods. Accordingly, in the autumn of 1848, Frankland and I started for the land of universities, as Germany is often called. They are sown broadcast over the country, and can justly claim to be the source of an important portion of Germany's present greatness. A portion, but not all. The thews and sinews of German men were not given by German universities. The
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MY SCHOOLS AND SCHOOLMASTERS.