We were midway between the two district schools, a long mile and a half from either, and it frequently chanced that a season or two of indifferent schools followed each other in train. The experiment of sending me away to school was not to be repeated, and accordingly I was undertaken at home. My mathematical brother, Stephen, took charge of that department, and Mrs. Vassall the other needful studies, while my former patient, brother David, the equestrian of early days, now grown strong and well, kept to his rule of practical teaching. I recall vividly the half impatient frown on his fine face when he would see me do an awkward thing, however trivial. He detested false motions; wanted the thing done rightly the first time. If I started to go somewhere, go, and not turn back; if to do something, do it. I must throw a ball or a stone with an under swing like a boy and not a girl, and must make it go where I sent it, and not fall at my feet and foolishly laugh at it. If I would drive a nail, strike it fairly on the head every time, and not split the board. If I would draw a screw, turn it right the first time. I must tie a square knot that would hold, and not tie my horse with a slip noose and leave him to choke himself. These were little things, still a part of the instructions not to be undervalued. In the rather practical life which has sometimes fallen to me, I have wondered if they were not among the most useful, and if that handsome frown were not one of my best lessons. At length there came a school that could be utilized, and my family instructors were relieved. The school to the north of us was undertaken by Mr. Lucian Burleigh, a younger member of the noted Burleigh family, and brother of William H. Burleigh, the poet. It seemed very strange to me to be in school again. I had been so long accustomed to govern myself, in a manner, that I wondered how any one should need others to govern them. If scholars came there to learn, why should they try, or want, to do anything else? There is no doubt that I seemed equally unaccountable and prudish to them. [Illustration: MR. JONATHAN DANA, MY OXFORD TEACHER. ] The quick perceptions of the teacher at once comprehended the conditions, and he treated me with the greatest consideration and kindness; advising such changes and additions as seemed suitable, and most in accord with the studies I had taken with me; even, as I could later see, forming some new classes in branches outside of the customary routine of the public school; as elementary astronomy, ancient history, and the “Science of Language”; his own literary and scholarly tastes pointing significantly to the latter. If Milton’s “Paradise Lost,” and Pollok’s “Course of Time” were ever dissected, transposed, analyzed and “parsed” by any class of vigilant youths, it was then and there.