bears out this statement, that in St. Paul's Church N. Y., and about it, his first meditations of the sacred ministry, were entertained in the year 1818.

In A. D. 1819 he became a candidate for Holy Orders in the Diocese of New York, and sought, in teaching, support for himself and his family. For some time, he was employed in a large school, in the city. Then he thought of going as an assistant, in the Rev. Dr. Rudd's school at Elizabethtown. This was never accomplished; but thinking of it, brought him closely in contact with Bishop Hobart, under whose directions he was studying. Writing of a visit to Elizabethtown, in his sketch of the Rev. Dr. Rudd,* he says; "Having become a candidate for Holy Orders, I was seeking employment for the support of myself and those whom my Father's death had left dependent on me. Dr. Rudd had a school, and wanted an assistant. Bishop Hobart advised me to go there. He appointed to meet me at St. John's Parsonage, and did so. We spent the night there. Early the next morning, he drove me to Jersey City. His conversation was most interesting. His counsels most instructive. Among other things he advised me to read every day some portion of Bishop Horne's Commentary on the Psalms. From the ferry, he gave me his cloak to carry home; playfully putting it on my shoulder. I thought of Paul's cloak, which Timothy was to bring from Troas; and was happy, if not proud."

The period of candidateship is ordinarily uneventful.__It is a time of promise; a time for preparation. Bishop Hobart's great affection for my Father proves the promise, then apparent, of what he realized afterward. And his previous habits of study, and life-long, accurate, well-defined knowledge of Theology, his ready and victorious ability "to give a reason of the hope that was in him;" are ample proofs of the thoroughness of his preparation. There were no such advantages then, as now for students; either in books or systematic study. An individual priest, busy with Parish cares, was generally the Theological Faculty, dogmatic, exegetic, homiletic, every thing in one. And a parson's library in those days, represented poorly, even the scanty stock of books in Divinity which America in the last century afforded. And yet, the greatest men, sound and yet practical, original and yet full of ancient wisdom, were the students of that time. Every man had to draw for himself, from the deep well of primitive antiquity. No Samaritan woman was ready to draw. The Holy Church had not yet those buckets, the books of the great teachers of this century, wherewith to offer, even to children, the cool refreshment of the ancient truth. Quota

* Vide Sprague's Annals, page 501.

tions could not be had at second-hand, and the result was thoroughness, attained as it must ever be, by labour. My Father was used to it. His classics at Union College were "without note or comment; "the text; the Lexicon; the Professor; these were all; and his theological reading was done in the same way. He realized, as did all the real students of those days, Bishop Pearson's consecration of the motto of Lucretius + "consulting the fountains."

The General Seminary founded in A. D. 1817, was in the feeble infancy, that has grown now to a strong manhood. Dr. Jarvis, Dr. Turner, Dr. Moore, Dr. Brownell and Dr. Wilson, were his principal instructors, and no seminary could afford better.

His own description, of his studies, given so pleasantly a year ago, tells the story best.

I was an alumnus of the Seminary, so to say, of the most ancient date, an alumnus before the other alumni began. I was one of those, who studied and recited, when the whole Seminary was accommodated in a second story room over a saddler's shop, down town.

Both Mother and Son have grown since then. And that was not the first " upper room, "that sent out Apostles to work and to martyrdom. But there were strong marks made upon his life at this time, by other things than his studies. One of his most wonderful faculties was developed here; born, I might almost say, in the travail pains of necessity; and an intimacy began here, with a heart, that, while it beat, lay very near to his; and coloured, with its own depth, his character and life. During this period, began his work as a Teacher, and his acquaintance with Bishop Hobart; both alluded to above. These are two threads, that are woven into his very nature, and whose presence asserts itself, everywhere through

*When my Father and Dr. Ogilby drew up the very thorough course of study for Burlington College, where more is done, than most Colleges attempt, the rule was appended to it, and adhered to; that all editions, of the Classics used, must be without notes, ordo, or translation. And when, as a boy, I read Virgil and Homer from Anthon's text, as the best for accuracy, the notes were pinned up; and it was an unlucky rendering, that savoured of the Doctor's paraphrase.

"Juvat integros accedere fontes

Atque inde haurire.-Lucretius.

“Qui divino theologiæ studio operam datis, antiquos fontes consulite, ad antiquitatem confugite; ad sacros Patres redite; ad ecclesiam primitivam respicite." -Bishop Pearson Concio I. ad Clerum.

"The first class under the supervision of the Rev. Dr. Jarvis and myself, during the greater part of the years 1819 and 1820, while the original General Seminary continued in this city, consisted of six members. Their names are as follows: Lawson Carter, James P. F. Clark, Geo. Washington Doane, Benjamin Dorr, Manton Eastburn, and William Hinckley Mitchell. With the exception of the last, all are still living and well known in the Church."-Note to Dr. Turner's Address, Oct. A. D 1858.

his life. We can see them better, where they enter into the web, in the Hands of the great Weaver, than we could, in mid life, where their fullest glory was reached, mixed with so many others; or at the end of all, when all the threads were gathered up, by the same Hand. I leave for awhile, the place and time, to deal with these two points.

CHAPTER II.

LIFE IN NEW YORK-BISHOP HOBART-EDUCATIONAL PLANS AND WORK.

OF Dr. Barry, my Father said "he rightly judged of his vocation as a teacher, as only not a priesthood." And he always felt, and often said, and realized it in many cases, that the grace of orders, gave power, and principle and motive, to the teaching of secular things, which made it most important. This was the groundwork of my Father's theories and practice, and wonderful results. He owned education to be, the *drawing out of a man, in the fruit of sown seeds, the richness of the soil of his soul and heart, as well as of his mind. The mere rudiments of knowledge, were to him, the thing man sowed, which could not quicken, except it die; which could be quickened only by the Holy Spirit of God; which, being quickened, brought forth a fruit, governed in kind by the seed planted; every seed having its own body; and yet depending for its excellence, and the peculiarity of its character, upon the depth and richness of the soil, prepared by skilful care, kept by constant watchfulness, blessed by Almighty God. Cramming knowledge into people's heads, to draw it out again for mere show, came never into his ideas of education. And he was, in every sense a great Educator. Great, in breadth of principle; great, in height of motive; great, in the glory of his object; great, in capacity of adaptation; great, in unfaltering patience; great, in most blessed results. His greatness was great enough, not only to be patient with other people's littleness; spending hours of every week, in careful corrections of school-boys' and school-girls' compositions; but it was great, in no display of itself; in no overburdening questions with learning; in no effort to puzzle and shame, but always to help and encourage a scholar. He measured the length of his rope, by the depth of the well, from which he was drawing. His first teaching was in New York, where he

*Educere.

established a classical school for boys, which yielded ample support. His success and popularity were so great here, that he attracted Dr. Brownell's notice, who secured him, for a Professorship in Trinity College, to which he went in A. D. 1825; and remained there three years, with very great distinction. At a later time, his absorption in parochial work withdrew him for a while from the sphere of teaching, except in the pulpit, and at the chancel-rail. There, as everywhere, as a teaching-preacher, and a catechiser, he was unrivalled. and unequalled. But, no sooner had the full commission to St. Peter "to feed the Lambs," been given him, in the Apostolic office, than he returned, with renewed earnestness and further reaches, both of effort and success, to the great work of education. Those noble foundations, St. Mary's Hall and Burlington College; the increasing parochial schools, throughout his Diocese; and the care and attention, paid all through our Parishes, to the duty of catechising, are witnesses to the truth of his own estimate and use of his life, as the instrument in God's Hands, to found,* and promote, and perfect, the great work of Christian education, in the American Church. I may begin here, what as soon as may be, in this memoir, I shall adopt and keep up, the plan of letting my Father write his own life, in the record of his works, and in extracts from his writings. And not intending to make Education and Christian Education, mean two things, I may still introduce his advice, upon the practical points of teaching, first. The "Counsels for Teachers," which are gems of proverbial wisdom, both in expression and in their truths, were published in "the Missionary," mainly for the Teachers in the College and Hall. And few of us, have not felt our unworthiness, in contrast with their standard, which he not only taught us, but lived before us. They were at once the results of his experience, who had worked up, every step from the lowest to the highest; and they were his unvarying habit, in all their severity of detail, until his last class. In this way, their weight was immense, while he lived; and their value now is untold, as pictures of himself, in the class-room, where so many have learned so much, and all learned, to love him.

COUNSELS FOR TEACHERS.

I. The Catechism, in explaining the Commandments, classes "teachers," with "spiritual pastors and masters;" and puts all under the protection of " the first commandment; with promise." "Honour thy father and thy mother, that thy days may be long in the land,

"For myself, I ask no words upon my grave,-the only land that I can ever own-but the record that it holds the dust of him, whom God employed, to found St. Mary's Hall."-Address to the Graduating Class at St. Mary's Hall.