He resolved to return to his studies in the languages of the East. Unable to buy or find the necessary books, he tied up his effects in a small handkerchief and walked to Boston, one hundred miles distant, hoping there to find a ship in which he could work his passage across the ocean, and collect oriental works from port to port. He could not find a berth. He turned back, and walked as far as Worcester, where he found work, and found something else which he liked better. There is an antiquarian society at Worcester, with a large and peculiar library, containing a great number of books in languages not usually studied, such as the Icelandic, the Russian, the Celtic dialects, and others. The directors of the society placed all their treasures at his command, and he now divided his time between hard study of languages and hard labor at the forge. To show how he passed his days, I will copy an entry or two from his private diary he then kept: "Monday, June 18. Headache; 40 pages Cuvier's Theory of the Earth; 64 pages French; 11 hours forging. "Tuesday, June 19. 60 lines Hebrew; 30 pages French; 10 pages Cuvier; 8 lines Syriac; 10 lines Danish; 10 lines Bohemian; 9 lines Polish; 15 names of stars; 10 hours forging. "Wednesday, June 20. 25 lines Hebrew; 8 lines Syriac; 11 hours forging." He spent five years at Worcester in such labors as these. When work at his trade became slack, or when he had earned a little more money than usual, he would spend more time in the library; but, on the other hand, when work in the shop was pressing, he could give less time to study. After a while he began to think that he might perhaps earn his subsistence in part by his knowledge of languages, and thus save much waste of time and vitality at the forge. He wrote a letter to William Lincoln, of Worcester, who had aided and encouraged him; and in this letter he gave a short history of his life, and asked whether he could not find employment in translating some foreign work into English. Mr. Lincoln was so much struck with his letter that he sent it to Edward Everett, and he, having occasion soon after to address a convention of teachers, read it to his audience as a wonderful instance of the pursuit of knowledge under difficulties. Mr. Everett prefaced it by saying that such a resolute purpose of improvement against such obstacles excited his admiration, and even his veneration. "It is enough," he added, "to make one who has good opportunities for education hang his head in shame."