The conditions of admission were quite easy. They were such as a boy of fourteen of good capacity, who could read and write the English language and had gone through some simple book of arithmetic, could easily master in two years. There were three or four schools were the boys were pretty well fitted, so that they could translate Cicero and Virgil, Nepos and Sallust and Caesar and Xenophon and Homer. The Boston Latin School, the Roxbury Latin School, Phillips Academy at Exeter and Phillips Academy at Andover and Mrs. Ripley's school at Waltham were the best schools for this purpose. The boys from the Boston Latin School generally took their places at the head of the class when they entered. Next came the best scholars from the other schools I have named. But the bulk of the pupils were very poorly fitted. There was, as it seems to me in looking back, little instruction of much value. The good scholars and the bad went to the recitation together. The good ones lost the hour, and the poor scholars got the benefit of hearing the good ones recite. Their mistakes were corrected by the professor. They handed in written exercises in Latin and Greek which were examined by the instructor and the faults corrected, and returned. There were, during the last three years, declamations once a month, where the boy recited some piece of prose or poetry in the presence of the class, but got very little instruction or criticism from the professor. Then, in the last three years, English themes were required. The subjects were given out by Professor Channing, himself a most accomplished and admirable scholar in his line. He seemed to choose his subjects with a view of taxing the ingenuity of the boy to find anything to say about them instead of taking something which the boy knew about and devoting himself to improve his English style in expressing his thought. Channing was a good critic. His published lectures on rhetoric and oratory, now almost wholly forgotten, remind one of Matthew Arnold in their delicate and discriminating touch. He had a face and figure something like that of Punch in the frontispiece of that magazine. His method was to take the themes which the boys handed in one week, look them over himself, then, a week after, meet the class, call the boys in succession to sit down in a chair by the side of his table, read out passages from the theme, and ridicule them before the others. It was a terrible ordeal for a bashful or awkward boy. Those of a more robust nature, or whose performance had nothing ridiculous in it, profited by the discipline. But it certainly took all the starch and courage out of me. I never sat down to write my theme without fancying that grinning and scornful countenance looking at my work. So I used to write as few sentences as I thought would answer so that I should not be punished for failure to bring in any theme at all, and never attempted to do my best.