orcester, where he
found work, and found something else which he liked better. There is an
Antiquarian Society at Worcester, with a large and peculiar library,
containing a great number of books in languages not usually studied,
such as the Icelandic, the Russian, the Celtic dialects, and others. The
directors of the Society placed all their treasures at his command, and
he now divided his time between hard study of languages and hard labor
at the forge. To show how he passed his days, I will copy an entry or
two from a private diary he then kept:--

"Monday, June 18. Headache; 40 pages Cuvier's Theory of the Earth; 64
pages French; 11 hours forging.

"Tuesday, June 19. 60 lines Hebrew; 30 pages French; 10 pages of Cuvier;
8 lines Syriac; 10 lines Danish; 10 lines Bohemian; 9 lines Polish; 15
names of stars; 10 hours forging.

"Wednesday, June 20. 25 lines Hebrew; 8 lines Syriac; 11 hours forging."

He spent five years at Worcester in such labors as these. When work at
his trade became slack, or when he had earned a little more money than
usual, he would spend more time in the library; but, on the other hand,
when work in the shop was pressing, he could give less time to study.
After a while, he began to think that he might perhaps earn his
subsistence in part by his knowledge of languages, and thus save much
waste of time and vitality at the forge. He wrote a letter to William
Lincoln, of Worcester, who had aided and encouraged him; and in this
letter he gave a short history of his life, and asked whether he could
not find employment in translating some foreign work into English. Mr.
Lincoln was so much struck with his letter that he sent it to Edward
Everett, and he having occasion soon after to address a convention of
teachers, read it to his audience as a wonderful instance of the pursuit
of knowledge under difficulties. Mr. Everett prefaced it by saying that
such a resolute purpose of improvement against such obstacles excited
his admiration, and even his veneration.

"It is enough," he added, "to make one who has good opportunities for
education hang his head in shame."

All this, including the whole of the letter, was published in the
newspapers, with eulogistic comments, in which the student was spoken of
as the Learned Blacksmith. The bashful scholar was overwhelmed with
shame at finding himself suddenly famous. However, it led to his
entering upon public life. Lecturing was then coming into vogue, and he