the language attributed to one of them, "every day of my life, that I came here to be under him." "I think," he wrote himself, "I have a right to look rather high for the man whom I fix upon, [for a vacant mastership,] and it is my great object to get here a society of intelligent, gentlemanly, and active men, who may permanently keep up the character of the school." Admirable as Arnold was in many respects, he was in none more admirable than in this consideration for his assistants; in none, certainly, was he more different from the great majority of principals, who, if they really regard their subordinates in any other light than that of instruments to promote their own interest, do themselves gross injustice. Simple policy ought to teach them better; simple honesty ought to open their hands and their hearts in favor of those whom they are wont so much to wrong.

With this, we close our all too rapid sketches of Arnold as the head-master of Rugby school. But our account of him as a teacher is by no means complete. Rugby was not the solitary sphere of his exertions in behalf of education. If it had been, his labors in it might have been, nay, would have been, less effective than they were; an activity like his would have been wasted rather than concentrated, by being pent up within a single channel.

It was about midway in his Rugby career that he was offered by government a fellowship in the Senate of the London University. His acceptance of the office was shortly followed by a notice of his intention to propose that the examinations for degrees should include the Scriptures. Without this, he maintained the University would have no claim to be called a Christian institution. But with it, others maintained, the charter of the University which provides for the admission of all denominations, will be violated; the institution will at once become sectarian. Arnold did not give way.

Personal Influence of Dr. Arnold.

The personal influence of Dr. Arnold over his scholars was less, perhaps, than some of his biographers would represent. Dean Stanley, in his 'Life,' admits very fairly that to many-the majority-he was but little known in his inner character, and could not therefore impress them as he did the few who were brought into more immediate connection with him. With all his great qualities, he was not always successful in winning the love of those who knew him only in his character of head master; it was, perhaps, not in the nature of the circumstances that it should have been so. He was respected, and he was feared. No doubt, in after life, the views we take of those who once had authority over us undergo, in many cases, a wholesome change; we see much in them to love and to admire, to which our selfish wills once blinded us; but the question is now of Arnold's actual personal influence over the mass of his scholars at the time, not of their estimate of him in after life. His direct appeals to the conscience of individual boys on religious matters were few: he knew, and perhaps

rather over estimated, because he so dreaded it and hated it, the danger of producing unreality. None could be more ready than he was with words of kindly counsel or hearty sympathy if it was sought, or if peculiar circumstances gave opportunity for it; and in a large school it would often be difficult, and in some cases might not be thought advisable, to do more. But it might be gathered from some expressions of Dr. Arnold's more enthusiastic eulogists that every boy in the school was of necessity brought into personal contact with him, and had the opportunity of that appeal from heart to heart which from such a man was invaluable. Whether this has ever been successfully attempted by any head master of any public school, may well be questioned; it is certainly an injustice to assume it in the case of Dr. Arnold to the implied discredit of others. On one point of his school discipline especially, there has always been a great misapprehension in the public mind. It is not uncommon to see ascribed to him the whole system-with its evil as well as its good-of governing the school by an aristocracy of its own members, the præpostors of the Sixth form. Some unfortunate occurrences in another public school were at the time attributed openly to the importation there of Arnold's system' by one of his pupils. The præpostorial or monitorial form of government was no more Arnold's invention than Rugby School was. He found it existing there, certainly ever since Dr. James's accession, most probably long before. He strengthened and encouraged it; he inspired into his own Sixth form much of his own manly principle and love of truth; and he upheld, through evil report and good report, the institution of fagging, as the only possible protection in a large public school against 'the evils of anarchy, or, in other words, the lawless tyranny of physi cal strength.' In the same spirit, and with the same disregard of popular squeamishness, he maintained corporal punishment as a stern necessity; protesting against 'that proud notion of personal independence which is neither reasonable nor Christian,' which 'encourages a fantastic sense of the degradation of personal correction.'

Dr. Arnold's Successors.

To Dr. Arnold succeeded Archibald Campbell Tait, Tutor of Balliol College (now Bishop of London), for eight years; then Dr. Goulburn for seven and a half, when he also resigned; and in 1858 Dr. Temple, (now Bishop of Exeter), was elected. In more than one case, in these elections, the claims of Rugbeian candidates were set aside, wisely or unwisely, by the trustees. The prosperity of the school, on the whole, under the men of their choice, has been their best justification. But these governments are too modern to be critically discussed in these pages. Even 'de mortuis,' it has been sought here to speak'nil nisi bonum;' and a discreet silence may well be preserved in the case of living bishops and dignitaries. Only let us not forget Rugby's annus mirabilis under Goulburn; when the school carried off, in 1857, nearly every open university scholarship both at Oxford and Cambridge; or that Dr. Tait raised the numbers to the highest point which had been yet reached-493; or that Dr. Temple, to his great credit, abolished the 'goal-keeping' at football, which made a cold winter half holiday a misery to many small boys who are now men. The time may come when their own pupils will speak of their days as the golden age of Rugby, even as the scholars of Arnold do now: all honor to the generous and scholar-like spirit which will see no failing in the old master or the old school!

EXISTING CONDITION-THE FOUNDATION.*

I. Constitution.-The foundation of Lawrence Sheriff originally comprised two Trustees, a Schoolmaster, and four Almsmen. There are now a Head Master, seven Assistant Classical Masters, a Mathematical Master, a Writing Master, a Drawing Master, a Librarian, five Fellows, twenty Exhibitioners, a Chaplain, an Organist, a Chapel Clerk, a Verger, and twelve Almsmen.

II. Revenues.-The endowment of Rugby School consists of houses and lands in Middlesex and Warwickshire; together with Three per cent. Consols, and Three per cent. Reduced Stock, the incomings from which, on an average of a late seven years, amount to 5,653. 14s. 11d. Of this sum 2551. 3s. are annually expended on the twelve almsmen, who now represent the four almsmen for whom the Founder made provision.

III. Governing Body.-By inquisition under the Great seal, the two Trustees have been increased to twelve, who by Act of Parliament of 1777 are a selfelecting body, clothed with almost unlimited powers over the property, the appointment of Masters, and the instruction and discipline of the School. Practically, the management of the School is delegated to the Head Master, and the election to Exhibitions is surrendered to Examiners from Oxford and Cambridge, who test the proficiency of candidates.

IV. The Head Master.-The 'Schoolmaster' of Lawrence Sheriff was to be 'a discreet and learned man, chosen to teach grammar; and, if it conveniently may be, to be a Master of Arts.' By the Act of 1777, it was made an indispensable requirement that the Head Master should be 'a Master of Arts of Oxford or Cambridge, a Protestant of the Church of England.' It was further enacted that in the choice of such Master a preference should be given to such as are duly qualified and have received their education at the School. Strange to say, though Rugby has supplied many eminent Head Masters to other Schools, not a single Rugbeian has been elected Head Master of Rugby since the passing of the Act mentioned.

The original stipend appointed by Lawrence Sheriff for the Master of his School was 127. per annum. This was increased in 1653 to 40%., and in 1780 to 1131. 6s. 8d., where it now stands. But he was also allowed 31. for each Foundation, but which was advanced in 1828 to six guineas, and a tuition fee of 61. 68. for each non-foundationer, and he is allowed to charge 731. per annum for about fifty boarders. The Head Master receives for salary 1131. 6s. 8d., 1,322l. 12s. from fees in School instruction, 1,2777. 10s. from profits of board, and 2431. 12s. from fees for entrance into School; making a total of 2,9571. Os. 8d. in addition to a handsome residence, good garden, and four acres of pasture ground.

V. Assistant Masters.--The first provision for an Usher was made in 1653, and in 1780, there were five Assistant Classical Masters, which in 1819 lad increased to nine, and in 1865 to eighteen (13 Classical, 3 Mathematical, 2 Modern Languages, exclusive of Writing Master and Dancing Master).

The Assistants derive their official income from five sources: First, the stipend of 120% from the Trustees. Second, the profits of boarding-houses. Third, School instruction fees paid on behalf of each boy in the School. Fourth, private tuition fees. Fifth, extra tuition fees.

• Compiled from Report of Royal Commissioners appointed to inquire into the Revenues and management of certain Colleges and Schools-1865,

The total emoluments of Head Master and Assistants in 1865 were:

VI. Fellows. By the Act of 1777, it was provided that in the case of the removal of any Usher on account of old age or infirmity, the Trustees might allow him any annual sum not exceeding 401. determinable at their will and pleasure. Fifty years afterward, the Trustees were empowered by the Act of 7 George IV. c. 28, to establish endowments in the nature of Fellowships for life, or any shorter period, and to any amount not less than 100%. or more than 3001. per annum, for the benefit of Ushers who might have served ten years. There are at the present moment five such Fellows enjoying these endowments. These five Fellows receive, altogether,700l. per annum from the School revenues.

VII. Pupils, Classes, and Number.-The School comprises two classes of pu pils: Foundationers, or boys entitled to certain privileges in the way of gratuitous education; and Non-foundationers, or those who receive their board and education at fixed charges.

Of the former class, there are at present sixty-one; of the latter, about 425, or 430, who are distributed into three schools, called the Upper School, Middle School, and Lower School, in the following proportions:-187 in the Upper, 255 in the Middle, and 48 in the Lower School.

Foundationers.-No boy is eligible for admission on the Foundation whose parents have not resided at least two years in Rugby, or within ten miles of Rugby, if in the county of Warwickshire, or within five miles in any other county. The candidate must be under fifteen years of age, be able to read the English language, and fit to begin learning the elements of Latin, and he must produce a certificate of good conduct from his former Master. The privileges to which Foundationers are entitled have been increased considerably since the foundation of the School. By the Founder's 'Intent,' they have a right to instruction in German and Latin. Under the Act of 1777, they are entitled to tuition in Greek, Latin, writing, arithmetic, and the Catechism. By subsequent orders of the Trustees, passed with the sanction of the Court of Chancery, they have been gratuitously supplied with all the classical instruction given in the school classes, with the addition of class instruction in modern languages, mathematics, natural philosophy, and drawing. They are not entitled to private or extra tuition of any kind, and they stand in this respect on the same footing with other boys. The Trustees pay out of the funds of the estate 23s. yearly for each boy on account of fires and lights. Most of this class reside with their parents, and in social position are undistinguishable.

Non-Foundationers.-Although no provision is made in the original statutes for the admission of any pupils other than on this foundation, yet as the emoluments of the masters depend on outsiders, there is no limit to their admission except the capacity of the boarding-houses. The number of this class generally exceeds three hundred, and their payments for tuition and board constitute the main resource for the salaries of masters.

THE SCHOOL.

The School is divided into four parts: the Classical, Mathematical, Modern Languages, and Natural Philosophy Schools.

The Classical School.

The Classical School is divided into three Sub-Schools, called the Upper, Middle, and Lower Schools. Each of these again is divided into Forms, and they again are separated into divisions. In the whole School, comprising the three Schools mentioned, there is now a series of twelve such divisions. These divisions, however, do not form twelve classes, because, in some cases, the teaching of two or three divisions is undertaken by one Master, while in other cases, a single division is broken up into two clases, each of which has a Master. Two such classes are called 'Parallel Divisions.' The following table exhibits the arrangement of the School.

Upper School.

Sixth Form.

The Twenty.
The Fifth Form.

Lower Fifth, Lower Fifth.

As a general rule, boys in two parallel classes of the same division do the same work, as they hold the same rank in the School. The parallel systemthe object of which is to lessen the number of forms a boy has to pass in going through the School-was first tried by Dr. Tait. It was abandoned for some time, but was revived by his successor, Dr. Temple. 'I found,' says Dr. T., 'when we had so many Forms, one under another, two bad effects-the clever boys went up through the Forms with a system of promotion so rapidly, that no one master saw a boy of that sort for more than a quarter of a year; he never got hold of him at all, and the result was to encourage a great deal of superficial working. On the other hand, slower boys got disheartened by the sight of the terrific ladder which they had to climb-they had a sort of feeling that they would never get to the top.'

Five of the larger Forms are now subdivided, not into an Upper and Lower, but into two parallels, both doing the same work, both holding the same rank in the school, but each having its separate Master. For all purposes of promotion there are still one large Form, an equal number from each parallel being moved up at each remove into the Form next above.