obvious moral taught that blackguards were not so black as they were painted; but the boy Henry had passed through as much terror as though he were Turenne or Henri IV, and ten or twelve years afterwards when these same boys were fighting and falling on all the battle-fields of Virginia and Maryland, he wondered whether their education on Boston Common had taught Savage and Marvin how to die. If violence were a part of complete education, Boston was not incomplete. The idea of violence was familiar to the anti-slavery leaders as well as to their followers. Most of them suffered from it. Mobs were always possible. Henry never happened to be actually concerned in a mob, but he, like every other boy, was sure to be on hand wherever a mob was expected, and whenever he heard Garrison or Wendell Phillips speak, he looked for trouble. Wendell Phillips on a platform was a model dangerous for youth. Theodore Parker in his pulpit was not much safer. Worst of all, the execution of the Fugitive Slave Law in Boston--the sight of Court Square packed with bayonets, and his own friends obliged to line the streets under arms as State militia, in order to return a negro to slavery--wrought frenzy in the brain of a fifteen-year-old, eighteenth-century boy from Quincy, who wanted to miss no reasonable chance of mischief. One lived in the atmosphere of the Stamp Act, the Tea Tax, and the Boston Massacre. Within Boston, a boy was first an eighteenth-century politician, and afterwards only a possibility; beyond Boston the first step led only further into politics. After February, 1848, but one slight tie remained of all those that, since 1776, had connected Quincy with the outer world. The Madam stayed in Washington, after her husband's death, and in her turn was struck by paralysis and bedridden. From time to time her son Charles, whose affection and sympathy for his mother in her many tribulations were always pronounced, went on to see her, and in May, 1850, he took with him his twelve-year-old son. The journey was meant as education, and as education it served the purpose of fixing in memory the stage of a boy's thought in 1850. He could not remember taking special interest in the railroad journey or in New York; with railways and cities he was familiar enough. His first impression was the novelty of crossing New York Bay and finding an English railway carriage on the Camden and Amboy Railroad. This was a new world; a suggestion of corruption in the simple habits of American life; a step to exclusiveness never approached in Boston; but it was amusing. The boy rather liked it. At Trenton the train set him on board a steamer which took him to Philadelphia where he smelt other varieties of town life; then again by boat to Chester, and by train to Havre de Grace; by boat to Baltimore and thence by rail to Washington. This was the journey he remembered. The actual journey may have been quite different, but the actual journey has no interest for education.