rise and sunset, and of the whole starry sky at night down to the horizon on every side. This is vastly better for his physical and moral development than crowded tenements, noisy streets, questionable shows, and the chance companions of the city. But he misses the supe ́rior mental training which boys of his age in the city receive.

The father who has a right appreciation of his obligations to his family and to the state, naturally wishes to give his children a good education. If he is living in a small town, where the school privileges are poor, as soon as his children are of school age he begins to feel dissatisfied with his surroundings and seeks a situation in a city, where he himself will be an unknown man in the crowd, with few friends, and no social standing to be compared with that which he is leaving, but where his children will have the advantage of much better schools. The citizen who earns his support by daily toil cannot afford private schools which are open to men of larger means, though it is no less important to the state that his children be properly educated, for children brought up to work and to economize generally prove superior in achievement and attainment to those brought up in luxury and idleness.

It is of the greatest importance to the nation that the country towns be occupied by thrifty, intelligent and contented citizens. A vigorous and loyal yeomanry are the nation's strength. Unless the future is unlike the past, the country towns will continue to furnish a large proportion of the leading men in business and in the

professions; and in case of a great war they must produce young men hardy and brave to fill up the nation's

armies.

The time must come when the rural population will cease to crowd into the cities, and when men of moderate means living in the cities, who value the health and happiness of their families and who wish to rear their children amid wholesome surroundings, will be willing to leave the questionable attractions of city life and seek homes in the country, where they may have houses and lands which they can call their own. The manifold conveniences and comforts brought to country homes by modern inventions will do much to encourage this desirable movement, but nothing will hasten it more than a large increase in the school privileges open to the children in the country towns.

No education approaches completeness that does not develop body, mind and character. In the early New England education, the chief aim was religious and moral training, and though on the religious side too much stress was laid on doctrine, yet the schools turned out men of strong character, who could withstand temptation.

Then there came a time when the only aim of the schools seemed to be the training of the mind and the acquisition of knowledge, when many teachers held the view that their sole mission was to teach their subjects, and that they were in no way responsible for the health or morals or manners of their students.

In more recent times the chief emphasis seems to be

laid on physical education, on health, muscular development and bodily symmetry. Boys are encouraged to give much time to gymnastics and athletics, and neglect of study is thought by many preferable to the neglect of physical training.

All these objects are important. We are not likely to overestimate any one of the three, if we do not at the same time underestimate the other two. The school must not neglect that knowledge which is necessary for the pupils' health and bodily development. A welleducated man of ability and character has less chance of doing a man's work in the world if he is burdened by ill-health. The studies must not be slighted, for the men who can think and plan are to be the men of power and influence. But the highest end of all instruction and discipline is character. Our students must become

men who will keep the commandments, who cannot be tempted to do wrong by promise of personal advantage. If a bright pupil turns out to be a bad man, all that has been done to make him strong in body and mind only helps him to become a greater curse to society. Life and health are worth more to the individual than mental culture, but what will a man's physical strength and intellectual power be worth to the nation if his purposes are only bad?

CHAPTER XI

GREAT TEACHERS

The school is what the master makes it. Some characteristics of great masters. Ezekiel Cheever of the Boston Latin School. Samuel Moody of Dummer Academy. Thomas Arnold of Rugby. Benjamin Abbott and Gideon L. Soule of Phillips-Exeter Academy. Francis Gardner of the Boston Latin School. Samuel H. Taylor of Phillips Academy, Andover. Cecil F. P. Bancroft of Phillips Academy, Andover. John Meigs of the Hill School.

THE great headmaster gives a school a reputation which lasts long after his connection with it is ended. Age, tradition, location, endowment, buildings, fields for out-door pastime may do much for a school, but it is the headmaster who makes it what it is. That teacher is worthy of a great name who has such a talent for managing and teaching boys that he sends them forth with a complete preparation for a higher institution of learning and with a character which will enable them to meet successfully the tests both of college and of after life.

In the following pages will be found brief sketches of a very few teachers who have shown unusual capacity for managing boys. The sketches are made up mostly of quotations from books or addresses prepared by those who have been their pupils or associates. These teachers had their personal peculiarities, but in some respects they were much alike. All were strict disciplinarians, and sometimes severe, or apparently severe;

but all were kind-hearted and sympathetic. Some of these men were not broad scholars, but all were complete masters of the subjects which they taught, and therefore commanded the respect of their pupils for their learning. All had qualities which enabled them to create enthusiasm for study and to secure obedience. All had pronounced views on the best methods of instruction and discipline, and followed their own principles, uninfluenced by criticism. All freely dismissed pupils whose presence was harmful to the school. All were left free by the trustees to manage the school in their own way.

EZEKIEL CHEEVER

Master of the Boston Latin School, 1670-1708

Ezekiel Cheever was called by Henry Barnard "the Father of Connecticut School-masters, the Pioneer, and Patriarch of elementary classical culture in New England." He was the son of a linen-draper, was born in London, England, January 25, 1614. There is a tradition that he was a pupil at St. Paul's School in London. A note on the Register shows that he was entered at Emmanuel College, Cambridge, January 12, 163233. Wherever he may have studied, he received an excellent classical training. He came to America in order to enjoy freedom of worship, arriving in Boston in June, 1637. In the following year he went with John Davenport and Theophilus Eaton to Quinnipiac, and assisted in planting the colony and church of New Haven. He began his career as schoolmaster in 1638