Life and Work of Angnstns Wing. — Sccly. 3 
Amherst College and graduated with his class in 1839. His 
studies were of great interest to him ; mathematics, physics and 
the languages especially were a great delight to him. After his 
college graduation he went to Andover Theological Seminary, 
where from 1840 to 1842 he studied in preparation for the gos- 
pel ministry. 
The records in the hands of the writer are too scant to per- 
mit him to speak with authority in regard to this early period of 
Mr. Wing's professional life; and of his ability as pastor and 
preacher. This, however, may be asserted : Friends, acquaint- 
ed with his high attainments at Amherst and Andover, and 
knowing his rare mental endowments, thought him to be enter- 
ing a field wide in influence and rich with the promise of use- 
fulness. They say of his discourses, that they were logical, 
sympathetic, impressive and often eloquent. 
But ^Ir. Wing's work was not to consist alone in preaching. 
Early in his ministry a sudden wrench, perhaps a great disap- 
pointment "where he had garnered up his heart" came to him. 
He stepped aside from the path that had seemed so plain, but 
now uncertain to him, and walked alone in another, that of 
teaching. Teacher and investigator he became. Not at all 
did he abate his interest in the studies he loved in his years of 
preparation. The truths of the scriptures, and the languages 
in which they were originally written were a source of interest 
to him. And so when the week day teaching was done or the 
week's exploration was over, he was ready to give Sunday and 
Bible instruction to such as were waiting for a mental and spir- 
itual replenishment. 
Academies and high schools were fortunate when they se- 
cured Mr. Wing as principal. His pupils never forgot his im- 
pressive ways of instruction. His method of teaching looked to 
the arousal of the highest intellectual powers of his scholars. 
Thought stimulated, investigation undertaken, individual judg- 
ment exercised, were in Mr. Wing's estimation of far greater 
value to flie pui)il than the acquisition of many facts from 
printed pages. The young people he trained never forgot their 
teacher. His example impressed them powerfully, and under 
his training they acquired an originality of investigation and an 
independence of thought that were of life-long value to them. 
It may not be quite possible %o say why a single one of the 
