MY SCHOOLS AND SCHOOLMASTERS. 333 



railways I endured three weeks' misery. It was not defeated ambi- 

 tion ; it was not a rejected suit ; it was not the hardship endured in 

 either office or iield ; but it was the possession of certain shares pur- 

 chased 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 1847, 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 admi- 

 rable 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 knowl- 

 edge 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 teach- 

 er. 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. AYithout this power it is questionable 

 whether the teacher can ever really eujoy 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 knowl- 

 edge he imparts into a lever, to lift, exercise, and strengthen the grow- 

 inof 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 mar- 

 ket 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 Car- 

 lyle's references to German philosophy and literature caused me to re- 

 gard 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 Ger- 

 many's present greatness. A portion, but not all. The thews and 

 sinews of German men were not given by German universities. The 



