my college, she to her school-room; returning for an hour in the course of the day, I found her always in class, intently occupied; silence, industry, observance, attending on her presence. When not actually teaching, she was overlooking and guiding by eye and gesture; she then appeared vigilant and solicitous. When communicating instruction, her aspect was more animated; she seemed to feel a certain enjoyment in the occupation. The language in which she addressed her pupils, though simple and unpretending, was never trite or dry; she did not speak from routine-formulas—she made her own phrases as she went on, and very nervous and impressive phrases they frequently were; often, when elucidating favourite points of history, or geography, she would wax genuinely eloquent in her earnestness. Her pupils, or at least the elder and more intelligent amongst them, recognised well the language of a superior mind; they felt too, and some of them received the impression of
