possessed a remarkable mingling of those severe and tender elements of character so needful in the government of a school. Says his biographer, "Those, who had known him only in the bosom of his family, found it difficult to conceive how his pupils, or the world at large, should have formed to themselves so stern an image of one in himself so lovely; while those, who had known him only in the school, can remember the kind of surprise with which they first witnessed his tenderness and playfulness." He had elements of character which fitted him to be severe and resolute with wilful and vicious boys, and elements which qualified him to appreciate a sensitive and ingenuous lad, and to treat him in a tender and gentlemanly manner. "His generous nature mingled well the lion and the lamb."

In his discipline, Dr. Arnold sought to avoid the extremes of too great indulgence, on the one hand, and too great severity on the other. His government was strong, but not arbitrary nor tyrannical. It was seen and felt by all in his school, that there was such a thing as law, and that there must be ́obedience to rightful authority. Regarding the habit of obedience as necessary to the welfare of the young, he insisted upon it in his school. If he could not secure it by mild means, he obtained it by a resort to severe measures.

Dr. Arnold was confidently of the opinion, that corporal punishment is necessary in the government of a school.

It was, however, a rule with him to employ it only

with boys of the younger class, and to confine it, chiefly, to moral offences, such as profanity, lying, and habitual idleness. The offences of the older boys, who, after a fair trial, proved themselves incapable of deriving benefit from the privileges of the school, and whose influence over others was decidedly pernicious, he was accustomed to punish by direct expulsion from the institution. He used to say "that he would not be a jailer, and that it was not his business to flog the vices out of bad boys."

Such is the present constitution of our public schools, and such, perhaps, the genius of our republican institutions, that expulsion from school cannot be carried out by teachers among us. It would be well, certainly in some cases, if it could be done. When we must submit to the alternative of retaining under our care, boys whose vicious nature and habits are a trial to our patience, we must strive to be of the faith of the great poet,

"But men are moulded out of faults,

And for the most, become much more the better

that we may bate no jot of heart or hope, nor spare our efforts to reclaim an outcast youth.

With all the vigor of Dr. Arnold's discipline, he much preferred to manage his boys by moral influence, rather than by physical power; to govern by mild means rather than by stern. The birchen rod was not the sceptre, which preserved the laws of order in his realm. It was the last resort when the electric influence, which flows forth from a noble

and superior heart, found no responsive element in the nature of a vicious youth.

This master of surpassing skill in the art of government, strove to make the impression, that misconduct grieved, rather than offended him. He aimed to rule, without seeming to rule; to control his scholars, by indirectly guiding the public sentiment of his little world; a faculty most desirable for every teacher to possess. He was disposed to confide in the truth and honor of young men, and to make appeals to their better nature. He felt that it was morally injurious to the young, to treat them with suspicion, and as if one expected they would do wrong. He placed implicit confidence in a boy's assertion, and then if a falsehood was discovered, punished severely. Any attempt at further proof of an assertion, he immediately checked by the remark, "If you say so, that is enough; of course I believe your word." Hence, there arose among the boys at Rugby the common saying, "It is a shame to tell Dr. Arnold a lie; he always believes every one!"

Dr. Arnold exerted an elevating influence over his scholars by treating them like gentlemen, and by endeavoring to make them respect themselves by the respect he showed to them. It was his constant aim to impress upon their minds the idea, that their interests and his were one and the same; that they had with him a moral responsibility, and a deep interest in the reputation and welfare of the institution.

This impression, Dr. Arnold strove to make, especially upon the Sixth Form; the class of the oldest

and most advanced boys in the school. The system of fagging, which prevails in the English schools, existed at Rugby. According to this system, the highest class was invested with a portion of authority over the younger scholars, both in the school-room and upon the play-ground. This system, though liable to great abuse, and though violently attacked by a class of school-reformers in England, he strenuously defended and valued highly. In his judgment, the system was useful, not only in assisting the master in maintaining the government of the school, but also in cultivating in the Sixth Form, self-respect and a manly spirit, by placing them in stations of responsibility, where their reputation and dignity could not be maintained except by consistent and good conduct. He confidently relied on the sustaining influence of the Sixth Form, as the key-stone of his whole government. He used to say, "When I have confidence in the Sixth Form, there is no post in England, I would exchange for this; but if they do not support me, I must go."

The genius of our republican institutions would not, perhaps, admit of the introduction of this system of fagging into our schools as a system. But the great idea of the system is an admirable one; and that idea, it would be well for every teacher to incorporate, to some extent, into the government of his school. By treating his older pupils with confidence, and placing them in stations of responsibility, he will cultivate in them dignity of character, while he secures their co-operation in maintaining authority over his pupils.

I have, Gentlemen of the Institute, thus endeavored to draw a portraiture of the character of an eminent and successful Teacher. In so doing, I have spoken:

ER.

1. Of Dr. ARNOLD'S QUALIFICATIONS AS a Teach

2. OF HIS PRINCIPLES AND METHODS OF INSTRUC

TION.

3. OF HIS PRINCIPLES AND METHODS OF DISCI

PLINE.

Dr. Arnold was truly a model teacher; a Christian, a scholar, a gentleman, a man of energetic mind, cultivated and refined, sincere in every purpose of his heart, enthusiastic and devoted to his profession, practical in all his educational plans, and eminently successful in imparting knowledge. Understanding thoroughly the secret springs of human action, he governed, controlled and influenced mind, with skill and success. He wonderfully impressed both teachers and pupils with the reality and the great object of life; he constantly, by example and precept, carried conviction to every mind with which he came in contact, that action and usefulness were the great purposes of existence. He exemplified in all he did, that principle and moral thoughtfulness were the great and distinguishing marks between good and evil. He wielded, at all times and under all circumstances, a moral power, and maintained and ever exhibited a force of character, a determination to carry out principles, a