It was in 1827, and Henry was fourteen years old, when he entered the Mount Pleasant Institute. “He was admitted to the institution at a price about half the usual charge, for one hundred dollars per year.” “His appearance was robust and healthy, rather inclined to fulness of form, with a slight pink tinge on his cheeks and a frequent smile upon his face. In his manners and communications he was quiet, orderly, and respectful. He was a good-looking youth.” This is the testimony of one of his teachers, Mr. George Montague. “I think he must have been fond of children, for he was always ready for a frolic with me. I don’t remember how he spoke, except that he talked a good deal and was full of life and fun.” So says a friend, in whose home he boarded, in a letter written during the past year. No place could have been better fitted to the condition of the boy, as he then was, than the one chosen. He was tired of the city with its brick walls, stone pavements, and artificial restrictions, and longed for the freedom and the freshness of the country. Amherst at that time was only a small village, fighting back with indifferent success the country that pressed in upon it from every side, and offering this city-sick lad, almost within a stone’s throw of the school, the same kind of fields and forests that were around him at Litchfield, and spreading out for him a landscape equal in beauty to that of his childhood home. Besides, he has an object in view that stirs his blood. He is to fit himself for the navy; his father has promised his influence to get him an appointment, if wanted, and Admiral Nelson and all other brave admirals and commodores are his models. For the first time in his life he takes hold of study with enthusiasm. The institution was very popular in its day, and a great advance upon the old academy. It was semi-military in its methods, and in its government there was great thoroughness without severity. Its teachers possessed superior qualifications, and all were men of great kindness as well as of marked ability. Among them were two men who especially had great influence in directing his energies and preparing him not only for Amherst College but for the greater work beyond, and who were ever remembered by him with the deepest gratitude. The first of these was W. P. Fitzgerald, the teacher of mathematics at Mount Pleasant school: “He taught me to conquer in studying. There is a very hour in which a young nature, tugging, discouraged, and weary with books, rises with the consciousness of victorious power into masterhood. For ever after he knows that he can learn anything if he pleases. It is a distinct intellectual ‘conversion.’