On the 19th of June, 1774, soon after the rising of the sun over the top of the great Wachusett, a new life commenced. This event, which proved in after years such a rich blessing to many, occured in a humble cottage in the picturesque town of Princeton, Mass., to which reference was made in our opening chapter.

It was the Sabbath, and, in accordance with the desires of his godly parents, who considered it both a privelege and a duty to present their babe at the altar, and supplicate for it the blessing of a covenant-keeping God, the little one was carried the same day a distance of one mile to church, and there received the seal of baptism under the name of LEONARD WOODS.

Of his infancy and early boyhood it is difficult, after the lapse of a hundred years, to recover any trace; but we may infer that, as the very day of his birth was distinguished by his dedication to God, his parents did not relax their efforts and prayers in his behalf.

His father, Samuel Woods, mentioned in the first chapter as one of the earliest settlers of the town, and his mother, Abigail

Whitney Underwood, had each been married, and had a family of children previous to their union. I can well remember that when I was a child, my father smilingly gave me this puzzle: "My father had fifteen children and my mother had ten, but both together they had only twenty."

Of the last five, Leonard was the eldest son, and in very early childhood distinguished himself not only by his sweet disposition and dutiful obedience to the wishes of his parents, but also by the brightness and activity of his mind.

His father, in consequence of being the schoolmaster of the town, early acquired the name Master Woods, - a title which he bore till his death. Though without a collegiate education, he was a deep student and a close thinker. He was familiar with the standard English authors in literature, philosophy, and theology. From the frequent reference made to him in the town records, it is plain that he was esteemed a man of sound judgement.

At the age of seven Leonard had learned to read, and soon after commenced adding and subtracting numbers, as he heard his father give out examples in arithmentic to the older scholars.

As those were war times, and there was a heavy duty on slate, the boys provided themselves with smooth strips of birch bark from the neighboring woods. The young scholar having secured a supply of this article, begged one of his sisters to help him make a plummet by running a piece of lead in a mould. This was to

serve for a pencil; and so well did these rough materials answer the purpose, that Leonard soon became an adept in arithmetic. As he advanced in skill, his father gave him more difficult problems, which he was required to work out without assistance.

At this period, the young student made a warm friend in one of his neighbors, Lieutenant-Governor Gill, who watched the progress of the bright boy with intense interest.

On one occasion, having a more than usually difficult example to work out, Leonard's plummet and bark were in use every leisure moment for several days. There was no key by which he might at once catch the right principle. It was solid brain work that was required. During this time, his mother sent him on an errand to the house of Governor Gill, who inquired what he was doing in his studies.

"I have a hard sum that I can't work out yet; but I will do it," exclaimed Leonard, frankly.

"That's a brave lad, " said the Governor, patting his head. "Can you tell what it is?"

Quick as thought, the boy pulled the roll of birch bark from his pocket, and with plummet in hand, commenced explaining his example, and wherein lay his difficulty in solving it.

"It's a tought one, to be sure," remarked the gentleman, laughing, "but you'll master it."

"Yes, sir, I will," was the emphatic reply.

At an early hour he sought his humble couch in the attic, and there, with the moon shining full in his face, he went over and over, in his mind, the process of reckoning, but all in vain. With his thoughts full of the subject, he fell asleep; when, in his dreams, he appeared still at work. Suddenly the right method flashed across his mind. One step in the process he had omitted, which had been the cause of his repeated failures. Relieved of his burden, he slept the sound sleep of childhood till the dawn began to streak the east. Then rising from his couch, and not waiting to perform his simple toilet, he rubbed the figures from a piece of bark he found near, and went through the whole example with triumphant success. When his father made his appearance in the barn-yard, with a huge milk-pail on either arm, our young hero emerged from the house, book in hand, and, with a triumphant shout exclaimed,-

"I've done it, father! I've done it! I found out the right way when I was asleep."

This simple incident, which I have often heard him relate, illustrated the method by which his father sought to teach him patience and perseverance, -traits for which he was distinguished in after life. Perhaps it was to this early discipline he was indebted for the power of concentration and perseverance in investigating subjects of great moment. Indeed, I have often heard him allude, with gratitude, to his father's rule of requiring his scholars to do

their work unassisted. If our young pupils of the present day had less help from parents, teachers, and explanatory books, ponies in classics, and keys in mathematics, we might see a generation of more independent thinkers.

Lieutenant-Governor Gill owned a magnificent farm. Immense lawns, from which it was averred not a single stone could be picked up; splendid walls, extending for miles; sleek cattle, grazing in the greenest of pastures; noble trees, spreading their arms lovingly over the velvety greensward, -called forth the admiration of every beholder. In his large barns forty pleasure horses were kept, and a herd of one hundred and eighty cattle.

The historian of Worcester County, in 1793, closes a glowing description of the seat of Hon. Moses Gill, thus: "Upon the whole, this seat of Judge Gill is not paralleled by any in the New England States, perhaps not by any on this side of the Delaware."

Dr. Dwight, then president of Yale College, in 1797, speaks of Governor Gill's establishment as "more splendid than any other in the interior of the State," though the country surrounding his farm was so desolate, that in attempting to make his way to Rutland, "he came very near being lost for the night."

Within the house every apartment exhibited all the accessories of wealth, culture, refinement, and taste; but the large hall, devoted to the library, was far the most attractive to the young student.

Mrs. Gill was the only surviving daughter or Rev. Thomas

Prince, of Boston, and inherited with this immense farm a large part of her father's extensive and valuable library. To this, in all it's departments, Master Woods had always enjoyed free access; and to Leonard was promised the same privilege when he was old enough to appreciate it.

After Leonard's success in solving a difficult problem, he became the leader of his class, all of them his seniors by some years. Master Woods used often to give out examples in mental arithmetic, and allow his pupils to try who would answer first. On these occassions Leonard's blue eyes often sparkled with animation, as he eagerly exclaimed, "I have it; I can answer, father." It was seldom he answered incorrectly.

When the boy was eight years old, his father was ill during a great part of the winter. Leonard, with a dutiful desire to relieve him from all anxiety, took care of the horses, cows, and oxen attached to their farm. In the spring, Master Woods one day called the lad to him, and presented him with a "Barlow knife," telling him that his good conduct had been the means of procuring him the not inexpensive gift. This present may be thought by some a trifle, compared to the labor the boy had performed; but it must be remembered that in the last century a knife with four blades, for which these "Barlow knives" were distinguished was not to be found in every lad's pocket. Indeed, the possessor of one was an object of attention and envy.

For a year or two, Leonard worked diligently on his father's farm, filling up his leisure hours with study. One of his older sisters, who had inherited much of her father's strength of character, was his loving confidante and adviser at this period. His mother, who was of a sweet, trusting spirit, watched her boy closely, and in her heart began to form plans for his future. She saw him run to his books as though he hungered for knowledge, as indeed he did, so that when the providence of God opened the way, she was prepared to encourage him to strive for a liberal education, trusting in his Heavenly Father for the means.

When Leonard was about thirteen years old, he accompanied his father and brother to a swamp, where he remained at work nearly all day. A severe sickness followed, from which he recovered very slowly. As soon as he was able to sit up, he called for his books, and from this time studied without intermission. Governor Gill saw the boy frequently, and found that his great desire was to go to college. The gentleman went home from one of these interviews saying to himself, "It must be done. Yes, I shall send for my philosopher at once."

The Governor was in the habit of entertaining distinguished men at his house, and giving dinner parties, during which grave subjects of church and State were discussed. When these discussions became too deep or too warm, Governor Gill used to say, "I must send for my philosopher, to give us his opinion."

It was seldom, indeed, that the strong common-sense and quiet humor of Master Woods did not settle the questions to the satisfaction of all parties.

Being requested to call upon his neighbor, Leonard's father obeyed the summons, and found the Governor in his library alone. When the boy's desire was repeated to his father, he said with great emotion, -

"Such a course is impossible. I have not the means to carry him through college. You are aware that my son Abel is a student and I know the expense."

"Come, come!" exclaimed the Governor. " 'Impossible' is a hard word. I have watched the lad. He is different from other boys. Let him try to master Latin. He can recite to Parson Craft. I'll promise to help him."

Master Woods went home and repeated this conversation to his wife, who went hurriedly into her bedroom to give thanks to God. For some time the father held back from giving positive consent; but the mother had a firm, though secret conviction that the Lord intended her son for a clergyman. This was the highest object of her ambition. Could a throne have been offered the youth, it would have been nothing in comparison. Leonard knew instinctively that he had his mother's full approbation, and that when he left home she would do the utmost in her power to assist him. He acted upon the suggestion of Governor Gill, and when about four-

teen recited two or three times a week to Rev. Thomas Craft, his pastor walking several miles for the purpose. The necessary books were supplied by his kind friend. At the age of sixteen, he went to Leicester Academy for one quarter. Here he was so fortunate as to be under the instruction of Mr. Adams, afterwards Professor of Mathematics in Dartmouth College. These months were all the academical instruction he ever enjoyed; and he improved the privileges so well that he obtained the next year a school in Leominster, where he gave universal satisfaction.

The money being thus obtained, he begged his father to allow him at once to apply for admission to Harvard College. His mother added her earnest plea, and consent was obtained, though his father reminded him that he could give but little pecuniary assistance.