deep study, at home and near home, took up the time before his first leisurely choice of a profession. His lonely broodings, his early love for Miss Railton, his four enthusiastic months at the Louvre, his silent friendship with Wordsworth and with Coleridge; the country walks, the pages and prints, the glad tears of his youth,—these were the fantastic tutors which formed him; nor had he ever much respect for any other kind of training. The lesson he prized most was the lesson straight from life and nature. He comments, tartly enough, on the sophism that observation in idleness, or the growth of bodily skill and social address, or the search for the secret of honorable power over people, is not in any wise to be accounted as learning. Montaigne, who was in Hazlitt’s ancestral line, was of this mind: “_Ce qu’on sçait droictement, on en dispose sans regarder au patron, sans tourner les yeulx vers son livre._” Hazlitt insists, too, that learned men are but “the cisterns, not the fountain-heads, of knowledge.” He hated the schoolmaster, and has said as witty things of him as Mr. Oscar Wilde. Yet his little portrait-study of the mere book-worm, in _The Conversation of Authors_, has a never-to-be-forgotten sweetness. His mental nurture was serviceable; it was of his own choosing; it fitted him for the work he had to do. Like Marcus Aurelius, he congratulated himself that he did not squander his youth “chopping logic and scouring the heavens.” Hazlitt once entered upon an _Inquiry whether the Fine Arts are promoted by Academies_; the answer, from him, is readily anticipated. “If arts and schools reply,” he might have added,—and it is a wonder that he did not, “Give arts and schools the lie!”