New-York tribune., 1880-10-31
GARFIELD. rHE rEICHLR.

The Rcr B. A. HipSdGic IN The journal NJ EdHcqtioD.
Al Hiram institute Nf. Garfield taught Lam,
Greek the higher MAJ Mates. history, philosophy.
English literature. Eng lsh analysis. rhet re crti-
c.sm ID occasionally one 0t the nltani Ncences.
Thou 20 especially enthu-iastc ln partiruitr ines or
stuGv aud tcachmg - was bard 10 see thar Mr.. Gar
field d 4 not teach CHslr, Homer. geometry, Eng
ll~h grammar, mctdp y-. and geology eduaiy Vel.
On .hc whole he peril. J' look least interest ID the
ma matlcal stud es but among The others u
woui be hard to name hs fay0rltes. Ia l2ct, OF all
the branches Of knowledge taught ID college.
there vas no one TN [ aid nor at some que ensate
his pee al attention and AWAKEN MS ehthusi"shl III
il not beneath the dignity OF history 10 lerofd thaJ
He a ways Iaugnt tie class IN Eugls1 analysis,
tarouln which most of the better minds al some
time nrs ,ed and thar tins study, often made dry
and lr,, .oInc. he clothed with llghr ana hie with
l.le. II ndreds Of eyes viii kindie to-day AT mem
non nl Garteld'S Analysis Class.' Ills WcekY
rhetorical class lcalcd 10 Hiram phrase 90 o. helds
dIyis ON ~ with Its ESSAYS. decamatlOns. debates
and criticisms, great theatre o. Interest ana
Improvement.
method Of conducting "a recitation was bis own,
combining the qul ION that required .eAt-oo9A
answer, the topic 90 Dee handled the eau IOr the
UualFs . yn opinion. and he teachers discussion or
the mlt.er IN hand. A. a !l-master, many teach
ers sur las-ed him; bat as an educator ia tne PEST
sense e stood with the first. HIS class-roon glowed
with LIE. Probably no nuDii rehehDes haNIIE
srent nm it dull hour While placing is proper
valuation upon learning and Information, h's great
aim .y.ts to awaken the faculties OK thc student.
T.ere y process known tC the laboratory A. ener-
g.vlug Il magnet. BT passing electrical currents
around bar Of common iron, the e.'cttician
gives the bar maga'uc virtue. There u an
ANALOGOUS process known % the educator
tne most important work that lac can render
the student IS 10 enerriz, him. Among iH' teacaers
whom have known CARRIED STOOD tIoue 80 ah ehrr-
CZpr f Young men 1ld women. lie revealed me
w0rla I'D the SUDDEN. ana the student 90 himself.
He ca led 0us thought set the acu. ties ID u play,
awakened courage. Witrued The neld cl mental
vision, and poured IN abundant measures ot IDspira-
ton.
found tieir way o. II I'm tO take few >tu.les but
wi5n e.. tlougHc or pursuing an EXTENDED course OF
study. As their muG, ben n I'd open the Began 10
reach uuU beyond the t"tht uXed pY past ebuca,ion
or present circumstances. sometimes tue fathers or
these BOYS held them % the farm or he ,hop by the
firm hand of parental counsel. or even OF authority
Mr. Garfield was quc1 % find these boys 0ut. he
SCENE I'D read them bV intuition. ii hai lad sun
liar cNDeTipnces. He knew a nlInd tnat was teemtng
with new facts, IDEAS anu impressions aln c0uld
enter INTO Its ddliy 5tFigg1c. ne 81" '"tt these
bow were capable IF @lder action than thc firn or
the shop. end he sought 10 lead them ont INTO the
broader field. He cOunsaea and encouT1g"d them,
and sought in ali WAYS 10 steady them h. tle .rln-
sItIou tlom the old 10 the new. lie carried hls ex-
postuatons to the heart Of the parent ie has been
known to say that ne never found more pleasure
tbau iu - 'capturlug boys HIS CONSCIOUS method
was to arouse keen crest IN the world 81 thought
and learning. interest them In the school 10 place
before them high ideals his unconscious method 10
polir INTO them his own SPIRIT, and 10 attach them
one Of his most valuable offices was lis morning
lecture m chapel to all the scholars. IL ranged
over the fields of Bible history, morals education,
teaching science. literature. practical abais MS
tory aud lite questions. these lectures may nOt
have been finished dd urgaGR A; but they abounded
in fresh facts striking Illustrations and suggestive
thoughts. and warm with the breath of his
own life. Particular pains were taken % place
before The students ideals of HE and character
noby wrought, and instinct with courage. mani-
ness aHd truth. Though bounding WITH hie ana
sp,r,ts himself he was ul o. what DR. Thomas Ar
mold call ed moral tdoughtfulness.' and he strove
TO make MS pupils temperate, morally serious and
reyercut TO truth. .
He was emIneuty successful "a a sch 'ol admins
tra;or lie was firm. but kind; eXactins, but sym.
pathetic. lie was fully alive 20 the sentiment Of
iustIcc and respected even in the most unworthy,
human nature and hunan rights. Ihcn ls since,
Le was iuil Of apprec atI0n and generosity.
Naturally Garfield the teacher drew lls pupils 20
himself with extraordinary power. Never have |
seen such devotion 10 another teachct. An 0id
Hiram student. now holding "A resD0slDls Office IN
the psb ic school OF Cleveland speaking oi the old
times before Garfield went 10 college, sSys 10 q
private letter: " Then began 10 grow Up ln ue IN
admiration and love OF Garfield that has never
abated and the ike o! whica have never known.
A bow OF recognition = look from hIul was To me
m in anil.