In the making of a man native endowments are only the material out of which and on which to build. Beyond these, what we become depends on our opportunities and the use to which we put them. The atmosphere of the old home had much to do with the unfolding of the subsequent life and character of Mateer. Some of his leading qualities were there grown into his being. Other powerful influences also had a large share in his development. About three quarters of a mile from the “Hermitage” stood a township schoolhouse, a small brick building, “guiltless alike of paint or comfort,” most primitive in its furnishing, and open for instruction only five or six months each year, and this in the winter. The pressure of work in the house and on the farm never was allowed to interrupt the attendance of the Mateer children at this little center of learning for the neighborhood. Of course, the teachers usually were qualified only to conduct the pupils over the elementary branches, and no provision was made in the curriculum for anything beyond these. But it so happened that for two winters Calvin had as his schoolmaster there James Duffield, who is described by one of his pupils still living as “a genius in his profession, much in advance of his times, and quite superior to those who preceded and to those who came after him. In appearance Duffield was awkward and shy. His large hands and feet were ever in his way, except when before a class; then he was suddenly at ease, absorbed in the work of teaching, alert, full of vitality, with an enthusiasm for mastery, and an intellectual power that made every subject alive with interest, leaving his impress upon each one of his pupils.” Algebra was not recognized as falling within the legitimate instruction, and no suspicion that any boy or girl was studying it entered the minds of the plain farmers who constituted the official visitors. One day a friend of the teacher, a scholarly man, came in at the time when the examinations were proceeding, and the teacher sprang a surprise by asking this friend whether he would like to see one of his pupils solve a problem in algebra. He had discerned the mathematical bent of the lad, Calvin Mateer, and out of school hours and just for the satisfaction of it he had privately been giving the boy lessons in that study. When an affirmative response was made by the stranger, Calvin went to the blackboard and soon covered half of it with a solution of an algebraic problem. Surprised and delighted, the stranger tested the lad with problem after problem, some of them the hardest in the text-book in use, only to find him able to solve them. It would have been difficult to discover which of the three principal parties to the examination, the visitor, the teacher, or the pupil, was most gratified by the outcome. There can be no question that this country school-teacher had much to do with awakening the mathematical capabilities and perhaps others of the