hurt the principles of your other pupils; for he will not glory in his own misconduct, which I suppose is the danger: but if you have reason to think that the impression you made on him was only temporary, and that it has since entirely gone away, and his own evil principles as well as evil practices are in vigour, then I would advise you to send him off without delay; for then taking the mischief he will do to others into the account, the football rolls down twenty-five yards to your kick of twenty, and that is a losing game."

Εχθιστη οδύνη πολλὰ φρονέοντα πὲς μηδένος κρατέειν,” he writes, "must be the feeling of many a working tutor who cannot open the eyes of his pupils to see what knowledge is, I do not mean human knowledge only, but 'wisdom."'"

"You could scarcely conceive the rare instances of ignorance that I have met with amongst them. One had no notion of what was meant by an angle; another could not tell how many Gospels there are, nor could he, after due deliberation, recollect any other names than Matthew, Mark and Luke; and a third holds the first concord in utter contempt, and makes the infinitive mood supply the place of the principal verb in the sentence without the least suspicion of any impropriety. My labour, therefore, is more irksome than I have ever known it; but none of my pupils give me any uneasiness on the most serious points, and five of them staid the sacrament when it was last administered. I ought constantly to impress upon my mind how light an evil is the greatest ignorance or dullness when compared with habits of profligacy, or even of wilful irregularity and righteousness."

"I regret in your son," he says, (in writing to a parent,) a carelessness which does not allow him to think seriously of what he is living for, and to do what is right not merely as a matter of regularity, but because it is a duty. I trust you will not think that I am meaning any thing more than my words convey, or that what I am regretting in your son is not to be found in nineteen out of every

twenty young men of his age; but I conceive that you would wish me to form my desire of what your son should be, not according to the common standard, but according to the highest, to be satisfied with no less in him than I should

have been anxious to find in a son of my own. He is capable of doing a great deal; and I have not seen any thing in him which has called for reproof since he has been with me. I am only desirous that he should work more heartily,-just, in short, as he would work if he took an interest of himself in his own improvement. On this, of course, all distinction in Oxford must depend: but much more than distinction depends on it; for the difference between a useful education, and one which does not affect the future life, rests mainly on the greater or less activity which it has communicated to the pupil's mind, whether he has learned to think, or to act, and to gain knowledge by himself, or whether he has merely followed passively as long as there was some one to draw him."

It is needless to anticipate the far more extended influence which he exercised over his Rugby scholars, by describing in detail the impression produced upon his pupils at Laleham. Yet the mere difference of the relation in which he stood towards them in itself gave a peculiar character to his earlier sphere of education, and as such may best be described in the words of one amongst those whom he most esteemed, Mr. Price, who afterwards became one of his assistant-masters at Rugby*.

a I cannot allow Mr. Price's name to appear in these pages, without expressing how much I am indebted to him for the assistance which, amidst his many pressing duties, he has rendered to this work, not only here, but throughout, and which in many cases, from his long knowledge and complete understanding of Dr. Arnold's views and character, he alone could have rendered. Nothing, indeed, but the very fact of the perpetual recurrence of

"Nearly eighteen years have passed away since I resided at Laleham, and I had the misfortune of being but two months as a pupil there. I am unable, therefore, to give you a complete picture of the Laleham life of my late revered tutor; I can only impart to you such impressions as my brief sojourn there has indelibly fixed in my recollection.

"The most remarkable thing which struck me at once on joining the Laleham circle was, the wonderful healthiness of tone and feeling which prevailed in it. Every thing about me I immediately found to be most real; it was a place where a new comer at once felt that a great and earnest work was going forward. Dr. Arnold's great power as a private tutor resided in this, that he gave such an intense earnestness to life. Every pupil was made to feel that there was a work for him to do-that his happiness as well as his duty lay in doing that work well. Hence, an indescribable zest was communicated to a young man's feeling about life; a strange joy came over him on discovering that he had the means of being useful, and thus of being happy; and a deep respect and ardent attachment sprang up towards him who had taught him thus to value life and his ownself, and his work and mission in this world. All this was founded on the breadth and comprehensiveness of Arnold's character, as well as its striking truth and reality; on the unfeigned regard he had for work of all kinds, and the sense he had of its value both for the complex aggregate of society and the growth and perfection of the individual. Thus, pupils of the most different natures were keenly stimulated; none felt that he was left out, or that, because he was not endowed with large powers of mind, there was no sphere open to him in the honourable pursuit of usefulness. This wonderful power of making all instances in which I have availed myself not only of his suggestions but of his words, would have prevented me from more frequently acknowledging obligations, for which I here wish to return my thanks, however inadequately, once for all.

his pupils respect themselves, and of awakening in them a consciousness of the duties that God had assigned to them personally, and of the consequent reward each should have of his labours, was one of Arnold's most characteristic features as a trainer of youth; he possessed it eminently at Rugby; but, if I may trust my own vivid recollections, he had it quite as remarkably at Laleham. His hold over all his pupils I know perfectly astonished me. It was not so much an enthusiastic admiration for his genius, or learning, or eloquence which stirred within them; it was a sympathetic thrill, caught from a spirit that was earnestly at work in the world-whose work was healthy, sustained, and constantly carried forward in the fear of God-a work that was founded on a deep sense of its duty and its value; and was coupled with such a true humility, such an unaffected simplicity, that others could not help being invigorated by the same feeling, and with the belief that they too in their measure could go and do likewise.

"In all this there was no excitement, no predilection for one class of work above another; no enthusiasm for ony one-sided object; but an humble, profound, and most religious consciousness that work is the appointed calling of man on earth, the end for which his various faculties were given, the element in which his nature is ordained to develope itself, and in which his progressive advance towards heaven is to lie. Hence, each pupil felt assured of Arnold's sympathy in his own particular growth and character of talent; in striving to cultivate his own gifts, in whatever direction they might lead him, he infallibly found Arnold not only approving, but positively and sincerely valuing for themselves the results he had arrived at; and that approbation and esteem gave a dignity and a worth both to himself and his labour.

"His humility was very deeply seated; his respect for all knowledge sincere. A strange feeling passed over the pupil's mind when he found great, and often undue, credit given him for knowledge of which his tutor was ignor

ant.

But this generated no conceit: the example before his eyes daily reminded him that it was only as a means of usefulness, as an improvement of talents for his own good and that of others that knowledge was valued. He could not find comfort, in the presence of such reality, in any shallow knowledge.

"There was then, as afterwards, great simplicity in his religious character. It was no isolated part of his nature, it was a bright and genial light shining on every branch of his life. He took very great pains with the Divinity lessons of his pupils: and his lectures were admirable, and, I distinctly remember, very highly prized for their depth and originality. Neither generally in ordinary conversation, nor in his walks with his pupils, was his style of speaking directly or mainly religious: but he was ever very ready to discuss any religious question; whilst the depth and truth of his nature, and the earnestness of his religious convictions and feelings, were ever bursting forth, so as to make it strongly felt that his life, both outward and inward, was rooted in God.

"In the details of daily business, the quantity of time that he devoted to his pupils was very remarkable. Lessons began at seven, and with the interval of breakfast lasted till nearly three; then he would walk with his pupils, and dine at half-past five. At seven he usually had some lesson on hand; and it was only when we all were gathered up in the drawing room after tea, amidst young men on all sides of him, that he would commence work for himself, in writing his sermons or Roman History.

"Who that ever had the happiness of being at Laleham, does not remember the lightness and joyousness of heart, with which he would romp and play in the garden, or plunge with a boy's delight into the Thames; or the merry fun with which he would battle with spears with his pupils? Which of them does not recollect how the Tutor entered into his amusements with scarcely less glee than himself? "But I must conclude: I do not pretend to touch on