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[65] languages, with an additional hundred as librarian. From the beginning he took the lead among American teachers in this department, the difficulty among these being that they consisted of two classes,—Americans imperfectly acquainted with Europe and foreigners as imperfectly known in America. Even in the selection of mere tutors the same trouble always existed, though partially diminished, as time went on, by those refugees from revolutionary excitements in Europe, especially from Germany and Italy, who were a real addition to our university circles. Even these were from their very conditions of arrival a somewhat impetuous and unmanageable class, and in American colleges —as later during the Civil War in the American army—the very circumstances of their training made them sometimes hard to control as subordinates. It was very fortunate, when they found, as in Longfellow, a well-trained American who could be placed over their heads.

There were also text-books and readers to be prepared and edited by the young professor, one of which, as I well remember, was of immense value to students, the ‘Proverbes Dramatiques,’ already mentioned, a collection of simple and readable plays, written in colloquial French, and a most valuable substitute for the previous Racine and Corneille, the use

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Mary S. P. Longfellow (1)
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