would require no little study and observation to determine the question, which amounts to the most, the benefit which the public gain by the extra learning of their clergy, or the imposition they suffer by estimating that learning above its value." This last reference should not be misconstrued by the reader, as conveying the idea that the subject of this biography was opposed in any way to education, or educational movements. Those who knew him best will bear ready testimony to the contrary. Indeed, his own struggles in obtaining knowledge had given him a just estimate of the true value of such conveniences as should facilitate the dissemination of intelligence far and wide. "When I look about me," he says, "and contrast the great improvements in the means for gaining knowledge,--when I behold the youth of to-day and remember the youth of my own boyhood,--I am struck with the contrast that facts present relative to education. I am also rendered thankful to a Divine Providence, which has been pleased to advance the improvement in mental culture and the facilities for learning, in an equal degree with the surprising advancements which have been accomplished in the arts and sciences. Few are so poor or lowly now that they may not enjoy the advantages of schools and able teachers, and I may add that few there are who do not avail themselves of the rich opportunity which is offered them for storing their minds with knowledge, and thus preparing themselves for useful members of society. Half a century since, the case was very different; schools were little thought of among the poor, and children in the country could seldom be spared from home to attend those that were occasionally opened. Yet I am satisfied that the advantages which were offered at that time were even more assiduously improved than they are at this period. This, however, was but natural, under the circumstances." No man put a higher estimate upon knowledge than he did, but it was useful, practical knowledge that he valued. He had no respect for mere titles and college honors. He had seen the eclat of a college diploma go further with many simple people than a sound argument or the possession of sterling wisdom would have done, and it is not surprising that the observation of such weakness should have led him to speak out, as we have seen him do in this connection. He may have felt the remark, too, which his opponents sometimes sneeringly made of him, that he never enjoyed a classical or collegiate education.