had an innate faculty of making things clear to the pupils and conveying to them his understanding of a subject without circumlocution, and with great directness and facility. This was owing in a great measure to his experience as a pedagogue, before coming out to China, and even before he entered college. He knew how to manage boys, because he knew boys' nature well, whether Chinese, Japanese or American. He impressed his pupils as being a fine teacher and one eminently fitted from inborn tact and temperament to be a successful school master, as he proved himself to be in his subsequent career in Auburn, N. Y., and in Japan.
Macy, the assistant teacher, was likewise a Yale man. He had never taught school before in his life, and had no occasion to do so. He possessed no previous experience to guide him in his new work of pedagogy in China. He was evidently well brought up and was a man of sensitive nature, and of fine moral sensibilities, — a soul full of earnestness and lofty ideals.
After the Morrison School was broken up in 1850, he returned to this country with his mother and took up theology in the Yale Theological Seminary. In 1854, he went back to China as a missionary under the American Board. I had