the Anabasis,' which he had nearly ready for the press when
death closed his labors.

"The heart of Professor Crosby was full of love for everybody and
every creature of God. He drank deeply at every spring whence flowed
charity, benevolence, freedom, and patriotism. He remained to his
death a member of an orthodox church, but, during the last years of
his life, he worshipped with Christians of other denominations, having
softened his early faith by a more liberal trust in the boundless love
and mercy of God, his Heavenly Father.

"In his association with teachers of every class, he showed himself a
friend to all. His geniality of manner, his pleasant words, his
sympathizing spirit, his overflowing desire to make others happy, his
seemingly inexhaustible knowledge, and his intelligent and
ever-courteous discussion of controverted questions in education,
morals, and religion, secured for him the warm affection and deep
respect of all who were privileged to know him."

Mr. Collar, of the Roxbury Latin School, says:

"Professor Crosby belonged not to Massachusetts alone, but to all New
England--to the whole land. Our country is poorer by the loss of an
eminent scholar, one of that small band of classical scholars in
America who are known and honored at foreign seats of learning. In the
latest, freshest, and most original Greek grammar that I am acquainted
with, that by Professor Clyde, of Edinburgh, the author acknowledges
his obligations to four distinguished scholars, three Europeans, and
one American, and the American is Professor Crosby."

"Professor Crosby's first marriage has been referred to; his second
wife was Martha, daughter of Joseph Kingman, of West Bridgewater,
Mass."

* * * * *

The following paragraphs, from an authentic source, introduce another
eminent teacher.

Ira Young was born at Lebanon, N. H., May 23, 1801. His parents were
Samuel and Rebecca (Burnham) Young.

His early years were chiefly spent in working at his father's trade,
that of carpenter, though every winter after he was sixteen, he taught
in one of the district schools in the neighborhood. He cherished a
strong desire for a collegiate education, but was not at liberty to
take any steps in that direction until he became of age. Want of means
would have been with many int his circumstances an insurmountable
obstacle,--not so with him. By the willing labor of his hands, he
obtained in eight months th