verberatory murmur in the minor key. Two years or more before, he had finished the studies of the Orange district school. At Chester, O., where he had attended Geauga Seminary four terms in 1849 and 1850, he had studied natural philosophy, algebra, and botany, and begun Latin and Greek. He had taught district-school two terms, and received a full measure of the benefit which comes from that valuable discipline. He had already put his early longings for the lake and the sea behind him, and had determined to have the best education that he could obtain. His coming to Hiram was the next step towards carrying out this resolution. His address on Miss Booth contains some interesting description and autobiography. This extract lets in a strong side-light upon his mind in 1851:

"A few days after the beginning of the term, I saw a class of three reciting in mathematics, geometry, I think. They sat on one of the red benches, in the centre aisle of the lower chapel. I had never seen a geometry; and, regarding both teacher and class with a feeling of reverential awe for the intellectual heights to which they had climbed, I studied their faces so closely that I seem to see them now as distinctly as I saw them then."

All scholars who had few books and other edu

cational advantages in youth can take in this picture at once, teacher, class, and the honest, open-eyed youth of twenty years, full of wonder, appreciation, and reverence.

Having looked at Garfield's new surroundings, and equipped him, let us now see him at his work.

First, he came to Hiram poor in every thing but faculties and character. He was wholly dependent upon his own resources. He sought and obtained the position of janitor, a position reserved in those days for poor students who wanted a chance to help themselves. Two terms he made fires, swept the floors, and rang the bell. Scores of men and women can now be found who well remember seeing the future President of the United States at the end of the Hiram bell-rope. One who has added her rill to this stream of reminiscence, and whose memory goes back to the bell-ringing days, says, "His large head and massive frame had a suggestion of the overgrown; but he escaped awkwardness by the thought and purpose that controlled his actions. His clothes had a poor-student look. At the close of the morning lecture, before the students left the room, he would leave the chapel, and ring the bell. His