“Catharine and Harriet came to tea, after which I went home with them, when Harriet put her curls on to my head and her bonnet, Catharine a cloak and neck-handkerchief, and then called the young ladies in, and they all thought that I was Harriet; and then, to cap all, Harriet put on a man’s cloak and my hat, and she looked exactly like _you_ [Charles]!” Such was Henry Ward Beecher at the age of seventeen, on the eve of entering college—bashful, smooth-faced, and changing rapidly in appearance, so that his own sisters did not know him. The penmanship shows as yet an unformed hand, but in its main features is like that of a later date. He carelessly leaves out a word or a letter here and there, and markedly in places continues the old habit of his early school days—poor spelling. Nothing appears that indicates any talent superior to the majority of young men on their way to college, unless it be a certain enthusiasm, straightforwardness, and simplicity. The college at this time was but nine years old, having been established in 1821. Rev. Heman Humphrey was president. It was small and poorly endowed, as well as young, but the chairs of instruction were ably filled; and since it had been founded by the orthodox Congregationalists as, in fact, an antidote to the Unitarianism of Harvard, and with especial reference to the education of young men for the ministry, its orthodoxy was unquestioned and its religious spirit pronounced and active. By reason of his excellent preparation and the admirable mental training he had received, either of two courses were open to Henry Ward. He might aspire to lead his class in scholarship, become a “high-honor” man, and possibly take the valedictory, or use the time which he had at his disposal in following out those studies and readings that were to his taste. He chose the latter, and, while giving sufficient study to the college course to preserve a respectable standing in his class, gave his greatest effort to carrying out his own plan of development and culture. “I had acquired by the Latin and mathematics the power of study,” he says. “I knew how to study, and I turned it upon things I wanted to know.” The beauty of the Greek and Latin classics did not attract him; it seemed cold and far away, belonging to another time and another order of mind; but our English classics, with their warmth of feeling, their lofty imagination, their delicate sentiment, their power and eloquence, seemed akin and near to him; they had to do with the present, and he gave himself to their study with a whole-hearted enthusiasm that rendered him peculiarly open to their influences. Inspired and fed by them as to what to say, he also gave especial attention to the manner of saying it. Rhetoric and oratory were diligently pursued throughout his college course. In these departments he seems, according to the testimony of his class and college mates, to have excelled then almost as markedly as he has since.