The founders and arbiters of the public-school system who ordained that life in these institutions should be one incessant round of activity from the beginning of term to its end have perhaps proved to be the children of wisdom. To a healthy boy who can manage to keep his place in the crowd without undue straining, there is a tonic effect in the absence of leisure; and the sense of being a lively part in a great and ever-moving body is an admirable enemy to stagnation of mind. It is only the special case, the variant from the type, who suffers when he is included in masses that move by rule; and if we are inclined to admit the dangerous premise that any suffering can be good for a young soul, we may cheerfully conclude that the rough process is justified if it turns the variant into a solid, ordinary person; or, if he is a hopeless rebel, at least teaches him that the thorns of life are not tender to him who kicks. —From _The First Round_, by ST. JOHN LUCAS. X Much of the influence he gained over his scholars was attributable to his knowledge of the individual characteristics of boys. He is said to have known every boy in the school, his appearance, his habits, and his companions. It cannot be said that he was always genial in manner; the youngest boys especially regarded him with awe, and his own sense of the intense seriousness of life and duty gave a sternness and austerity to his aspect which made many of his pupils afraid of him. His conception of a school was that it should be first of all a place for the formation of character, and next a place for learning and study, as a means for the attainment of this higher end. Discipline and guidance were in his view still more prominently the business of a schoolmaster than the impartation of knowledge. His influence was stimulative rather than formative, the secret of his power consisting not so much in the novelty of his ideas or methods as in his commanding and magnetic personality. —From _Thomas Arnold_, by SIR JOSHUA FITCH. XI