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At Queenwood I learned, by practical experience, that 

 two factors go to the formation of a teacher. In 

 regard to knowledge he must, of course, be master of 

 his work, But knowledge is not all. There may be 

 knowledge without power the ability to inform with- 

 out the ability to stimulate. Both go together in the 

 true teacher. A power of character must underlie and 

 enforce the work of the intellect. There are men who 

 can so rouse and energise their pupils so call forth 

 their strength and the pleasure of its exercise as to 

 make the hardest work agreeable. Without this power 

 it is questionable whether the teacher can ever really 

 enjoy 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, con- 

 verts the knowledge he imparts into a lever, to lift, 

 exercise, and strengthen the growing minds committed 

 to his care. 



At the time here referred to I had emerged from 

 some years of hard labour the fortunate possessor of 

 two or three hundred pounds. By selling my services 

 in the dearest market during the railway madness the 

 sum might, without dishonour, have been made a large 

 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 Carlyle's references 

 to German philosophy and literature caused me to re- 

 gard them as a kind of 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 Germany's present greatness. A portion, but not all. 



