Charles Darwin's childhood and youth afforded no intimation that he would he, or do, anything out of the common run. In fact, the prognostications of the educational authorities into whose hands he first fell were most distinctly unfavourable; and they counted the only boy of original genius who is known to have come under their hands as no better than a dunce. The history of the educational experiments to which Darwin was subjected is curious, and not without a moral for the present generation. There were four of them, and three were failures. Yet it cannot be said that the materials on which the pedagogic powers operated were other than good. In his boyhood Darwin was strong, well-grown, and active, taking the keen delight in field sports and in every description of hard physical exercise which is natural to an English country-bred lad; and, in respect of things of the mind, he was neither apathetic, nor idle, nor one-sided. The "Autobiography" tells us that he "had much zeal for whatever interested" him, and he was interested in many and very diverse topics. He could work hard, and liked a complex subject better than an easy one. The "clear geometrical proofs" of Euclid delighted him. His interest in practical chemistry, carried out in an extemporised laboratory, in which he was permitted to assist by his elder brother, kept him late at work, and earned him the nickname of "gas" among his schoolfellows. And there could have been no insensibility to literature in one who, as a boy, could sit for hours reading Shakespeare, Milton, Scott, and Byron; who greatly admired some of the Odes of Horace; and who, in later years, on board the "Beagle," when only one book could be carried on an expedition, chose a volume of Milton for his companion.