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4 sturdy common-sense, who had never been trained to entertain any kind of philosophical abstractions. His plan was, if things did not go to suit him, to examine the situation, see what could be done, take a new start, and try again. For instance, inasmuch as the custom in New Jersey was store pay, and he did not like store pay, he moved to New England, where he found that he could get cash. He had decisive influence on the convictions and tastes of the subject of this sketch.

Professor Sumner grew up at Hartford, Connecticut, and was educated in the public schools of that city. The High School was then under the charge of Mr. T. W. T. Curtis, and the classical department under Mr. S. M. Capron. These teachers were equally remarkable, although in different ways, for their excellent influence on the pupils under their care. There was an honesty and candor about both of them which were very healthful in example. They did very little "preaching," but their demeanor was in all respects such as to bear watching with the scrutiny of school-children and only gain by it. Mr. Curtis had great skill in the catechetical method, being able to lead a scholar by a series of questions over the track which must be followed to come to an understanding of the subject under discussion. Mr. Capron united dignity and geniality in a remarkable degree. The consequence was that he had the most admirable discipline, without the least feeling of the irksomeness of discipline on the part of his pupils. On the contrary, he possessed their tender and respectful affection. Mr. Capron was a man of remarkably few words, and he was a striking example of the power that may go forth from a man by what he is and does in the daily life of a schoolroom. Both these gentlemen employed in the schoolroom all the best methods of teaching