part in the literary exercises of the society, Miss Booth read thoroughly, and for the first time, the Pastorals of Virgil, that is, the 'Georgics' and 'Bucolics' entire, and the first six books of Homer's Iliad,' accompanied by a thorough drill in the Latin or Greek grammar at each recitation. I am sure that none of those who recited with her would say she was behind the foremost in the thoroughness of her work or the elegance of her translations.

"During the fall term of 1853, she read one hundred pages of Herodotus, and about the same amount of Livy. During that term also, Professors Dunshee and Hull, Miss Booth and I, met at her room two evenings of each week, to make a joint translation of the book of Romans. Professor Dunshee contributed his studies of the German commentators, De Wette and Tholuck; and each of the translators made some special study for each meeting. How nearly we completed the translation, I do not remember; but I do remember that the contributions and criticisms of Miss Booth were remarkable for suggestiveness and sound judgment. Our work was more thorough than rapid; for I find this entry in my diary for Dec. 15, 1853: Translation Society sat three hours at Miss Booth's room, and agreed upon the translation of nine verses.'

66

During the winter term of 1853-54, she continued to read Livy, and also read the whole of Demosthenes 'On the Crown.' The members of the class in Demosthenes were Miss Booth, A. Hull, C. C. Foote, and myself.

"During the spring term of 1854, she read the 'Germania' and 'Agricola' of Tacitus, and a portion of Hesiod."

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Garfield was in Hiram only eight terms, averaging thirteen weeks in length, before he went to college. Six of these terms, as will soon be more fully stated, he taught in the Institute several hours each day. In those eight terms he carried his studies to the junior year of the Williams College course. This included nearly

all the Greek and Latin included in the terms of admission, as well as the studies of the Freshman and Sophomore years. Those who are curious to see the amount of study that this included are referred to the terms of admission to Williams in 1854-55, and the full course of instruction, which will be found in the catalogue. The simple facts tell their own story, and no commentary is needed.

President H. W. Everest, of Butler University, Indiana, who was a student with Garfield in Chester, as well as a student and teacher with him in Hiram, thus speaks in a late private communication:

Rooming in the same at the same carpenter's

"I met him first at Chester. building, and working for a while bench, we soon became intimate. He was a noticeable student, both on the play-ground and in the class-room. We recited Robinson's algebra together, and belonged to a liter

ary society of our own getting-up, called the 'Mystic Ten.' At Hiram I was not classed with him, yet knew much of him as a student, but more of him as a teacher. My estimate is briefly as follows; and for many of the items I remember distinct illustrations:

"1. His intellections were clear, vigorous, and easy in all directions, but especially so in the languages.

"2. He did not study merely to recite well, but to know, and for the pleasure of learning and knowing.

"3. It was his main object to master the thought, but the language was retained with the thought.

"4. As study was the easy play of his mind, so to recount and to review his lessons and reading was a frequent pleas

ure.

"5. He was a master at condensed classifications, so that his memory easily held and reproduced what he had learned. "6. He had a wide-awake curiosity, which seemed never to be satiated. A new thing, however unimportant, always attracted his attention.

"7. He had a great desire and settled purpose to conquer, to master the lesson, to prove superior to every difficulty, to excel all competitors, to conquer and surpass himself.

"8. With this desire to conquer, there was found the most generous and exultant admiration at the success of another.

"9. Over all his study he shed the glory of a happy disposition, of youth, hope, and manly courage."

All of these points are well taken, but several of them deserve especial emphasis. He studied